Teacher Attitudes toward Grading Practices and Anti Discrimination in Public Secondary Schools in Temeke Municipality Tanzania

Abstract

This study examined how teachers' attitudes toward grading practices support non-discriminatory assessment in selected public secondary schools in Temeke Municipality, Tanzania. An explanatory sequential mixed-methods design was used. Questionnaire data were obtained from 126 students and 55 teachers drawn from a target population of 24,734, and qualitative data were collected through interviews with heads of schools, Ward Education Officers, and the District Education Officer. The Teacher Attitude and Grading Questionnaire and the Anti-Discrimination Questionnaire were reviewed by specialists in measurement and evaluation and educational foundations. Internal consistency was established with a Cronbach's alpha coefficient of .91. Quantitative data were analysed using descriptive statistics, and interview data were analysed thematically. Students generally perceived grading as fair across gender, ethnicity, and social background. They also reported that teachers used transparent criteria, avoided favouritism, and provided comparable feedback and academic support. Teachers likewise reported strong commitments to fair grading: 92.7% indicated that they graded students fairly regardless of background, 87.3% reported using clear assessment criteria, and 90.9% agreed that fair grading helps reduce discrimination. Nevertheless, both data sources identified constraints on equitable practice, particularly large classes, limited time, unequal opportunities for improvement, and the risk of implicit bias. The findings suggest that favourable attitudes toward fairness, transparency, and impartiality can support equitable assessment when schools also provide clear procedures, professional learning, and adequate academic support.