Strategies to Improve School Self-Evaluation in Public Secondary Schools in Nyamagana District, Tanzania

Abstract

This study aimed to examine strategies for improving school self-evaluation (SSE) in public secondary schools in Nyamagana District, Tanzania. A mixed research approach and convergent parallel research design were employed. The study sample consisted of 113 respondents, including 101 teachers, 5 school heads, 3 ISQA leaders, 3 Ward Education Officers (WEOs), and 1 district school quality assurance officer. Participants were selected using stratified random sampling, simple random sampling, and purposive sampling techniques. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics with the Statistical Package for Social Sciences (SPSS) version 16, and presented in tables, means, and standard deviations. Qualitative data were coded, categorized, and analyzed using thematic analysis. The findings revealed several strategies for enhancing SSE implementation, including providing SSE training for teachers and school heads, incorporating modern technology to facilitate SSE processes, ensuring effective communication of feedback from external quality assurance officers to school stakeholders, actively involving key stakeholders such as ISQA leaders, board members, and students, and allocating specific time in the school calendar for SSE activities. The study recommends that all key stakeholders be properly trained and motivated to ensure the successful implementation of SSE, ultimately improving its effectiveness in secondary schools.