Effects of School Quality Assurance Communication Officers' Feedback in Improving Teaching and Learning in Arusha City Public Secondary Schools, Tanzania

Abstract

The study aimed at investigating the effects of School Quality Assurance Officers' feedback on improving teaching and learning in Arusha City Public secondary schools. The study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is wastage of resources. The convergent parallel mixed method using concurrent approach with Ex-post Facto design case study designs were employed in the study. Data were collected from School Quality Assurance Officers, City Academic Officer, Ward Education Officers, and Heads of schools and teachers. Participants were selected using both probability and non-probability sampling procedures where data were collected using questionnaires, interview guides and focused group discussion. The findings of the study show that the overall quality of SQAOs is good in terms of quality, method used to gather feedback and degree of acceptability of feedback. Also, there is positive relationship between SQAOs feedback and improvement in teaching and learning in overall and in all school categories. However, feedback methods and feedback acceptability were the only factors with significant contribution on teaching and learning processes in all schools whereas, the SQAOs' models fit in all school categories.