Assessment teachers’ quality management competencies on influencing students’ learning in Public Secondary Schools in Tarime, Mara, Tanzania

Abstract

This study aimed to assessment on the quality management competencies possessed by teachers in influencing students’ learning in public secondary school in Tarime, Mara, Tanzania. Quality management competencies among teachers are vital for fostering effective teaching and learning environments, directly impacting student engagement and achievement. In Tarime District, challenges such as inadequate training, poor classroom management, and limited resources hinder the development of these competencies, prompting a study to assess their influence on student learning outcomes. Moreover, the study employed a mixed research approach and a convergent parallel design.  The study used purposive sampling for key informants and simple random sampling for teachers. Data collection methods comprised interviews and questionnaires. The findings reveal a widespread uncertainty among teachers regarding the effectiveness of traditional mechanisms for ensuring their competencies in managing student learning, with many expressing dissatisfactions with formal education, professional development, and performance evaluations. Despite some support for mentorship and collaborative efforts, there is a clear need for reform in teacher competency development to better align with the actual needs of students and the educational environment. The study concluded that the disagreement among educators about the effectiveness of current teaching practices indicates a critical need for re-evaluation and improvement in teaching methods to better support student learning outcomes. Therefore, the government should invest in innovative professional development programs, fostering a collaborative school culture that encourages peer sharing and adaptation of effective teaching strategies.