Quality Assurance Supervisory Strategies in Enhancing Academic Performance of Pupils with Special Needs Education in Primary Schools in Arusha Municipality

Yohana Charles Chiligati & Sophia Laiser
Department of Education
Tumaini University Makumira, Tanzania
Email: chiligati30@gmail.com/ laisersophia@gmail.com

Abstract: The study examined quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education in primary schools. The study employed mixed method research approach with descriptive design. The study was guided by three objectives which are; to identify quality assurance supervisory strategies in enhance academic performance of pupils with special needs education primary schools, to find out whether quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education primary schools and to examine the challenges facing teachers’in quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education primary school. The Findings revealed the quality assurance supervisory strategies in enhancing academic performance include the planning for teaching and learning, assessment and evaluation, methods of teaching, material of instruction and revision of education objectives. However, the challenges facing teachers’ use of quality assurance supervisory strategies identified by the study were insufficient materials of ‘instruction, poverty, availability of human and material resources, lack of knowledge and awareness, low budget for professional growth and development of teachers, lack of time for revision of educational objectives, problem of transport, and lack of money for infrastructure maintenance. The researcher recommends future studies to focus or to be conducted on the possible measures on the challenges of quality assurance supervisory improving academic performance of pupils with special needs education.