Influence of Policy Compliance on the Implementation of Pre-Primary Education in Public Primary Schools in Arusha District Council, Tanzania

Ikamba Anna
Sekei Primary School, Arusha.
Email:annageofrey0@gmail.com

Patrick Olemong’i
St. Augustine University of Tanzania (SAUT), Arusha.
Email: patrickngalaole@gmail.com

Abstract: This study assessed the influence of policy compliance on the implementation of pre-primary education in public primary schools in Arusha district council. The study assessed the effects of policy compliance on the effectiveness of pre-primary education and suggested the possible strategies for improving education on policy compliance on implementing pre-primary education in Arusha district council. Compliance Theory guided this study. The study adopted concurrent mixed methods research approach. The target population included 101 head teachers, 109 pre-primary teachers, 118 standard one teachers, 115 standard two teachers, and 1 District Education Officer (DEO), a total of 444 individuals. Sample size included 10 head teachers, 20 pre-primary teachers, 20 standard one teachers, 20 standard two teachers and 1 DEO. Questionnaire and interview guide were used for data collection. The university research supervisor ensured validity of the instruments. Questionnaires were tested for reliability in pilot study and Cronbach Alpha coefficient yielded reliability of0.756. Transferability and dependability were established through ensuring content and face validity. Quantitative data were analysed using descriptive statistics in the SPSS and frequencies, percentages, mean and standard deviation were used to show the level of agreement. The study revealed varying levels of compliance such as curriculum delivery, but gaps existed in teacher qualifications, infrastructure, and training. Policy compliance positively influenced children’s learning, inclusivity, and teacher performance. It concluded that addressing systemic and resource challenges is vital for effective policy compliance. The study recommended improving policy coordination, increasing funding, recruiting trained teachers, enhancing assessments, integrating technology, and fostering community involvement.