Abstract: The study assessed the challenges that school quality assurance officers (SQAOs) face in enhancing academic performance in public secondary schools in Mwanga district, Tanzania. Convergent parallel research design under a mixed methods research approach was used. The total sample size was 284 respondents from 12 public secondary schools in Mwanga district. Respondents included 12 heads of schools, 8 SQAOs and 264 teachers. Both probability and non-probability sampling techniques were used; in particular, probability sampling to obtain public secondary schools, heads of schools and teachers, while non-probability sampling technique was used in getting school quality assurance officers. Questionnaires and interview guides were used to collect cross-sectional data. The study found that SQAOs face challenges such as lack of adequate motivation, inadequate quality assurance facilities, teachers’ unwillingness to accept and implement recommendations from SQAOs, lack of training on current quality assurance skills, and a limited timeframe to carry out quality assurance activities. The study concluded that despite these challenges, the academic performance and the overall teaching and learning process in public secondary schools are satisfactorily influenced by the quality assurance strategies as employed by SQAOs. As a result, the study recommends that educational stakeholders, particularly policymakers and school leaders, ensure that quality assurance officers have adequate skills and knowledge, are properly motivated, accepted by teachers, and have an adequate timeframe to carry out quality assurance activities.

Abstract: This study assessed the contribution of school quality assurance supervisory role on teachers’ efficacy in public secondary schools in Monduli district. Specifically, the study examined the teachers’ views on the role of SQA and established the influence of SQA supervisory roles on teachers’ efficacy. The study was guided by Role theory and it used convergent parallel design under mixed methods approach. It targeted teachers, heads of schools, Ward Education Officers, District Education Officer and District School Quality Assurer. The study sample consisted of 72 teachers (selected randomly), 8 heads of schools, 5 WEOs, one DSQA and 1 DEO, who were purposively selected, making a total of 87 respondents. Questionnaires and interview guides were used as tools for data collection. These tools were validated by experts in research. Cronbach alpha was used to test the reliability (SQ=0.76 and TQ=0.88). The collected data were analyzed using descriptive statistics whereby mean scores, frequencies and percentages were generated. Thematic analysis was used for qualitative data and presented in words being supported by direct quotations. The study found that SQA supervisory roles directly influence teachers’ efficacy. The study recommended to the government to emphasize on the supervisory roles by SQA so as to make them in a better position of executing their responsibilities. It was also recommended for the government of Tanzania, through the ministry of education, science and technology, to monitor the implementation of different policies pertaining to the roles of SQA.