RUAHA CATHOLIC UNIVERSITY

The study assessed internal school quality assurance (ISQA) practices in Tanzanian secondary schools. The study employed a quantitative approach and involved 63 respondents, including school heads, teachers and quality assurance committee members from Misungwi District, Mwanza Region, who were selected through appropriate sampling techniques. Data were collected using structured questionnaires and analyzed through Factor Analysis with Principal Component Analysis (PCA). The study findings revealed that evaluation practices were the most dominant, followed by monitoring, while planning and assessment were less emphasized. Evaluation based on set criteria and lesson note reviews scored highest, whereas planning based on instructional gaps was least applied. The study concludes that there is a need for consistent implementation of ISQA practices to enhance teaching effectiveness and sustain quality education in secondary schools. It is recommended that education stakeholders strengthen teacher professional development, institutional support and resource allocation to improve planning and assessment for sustainable quality education in secondary schools.

Quality Assurance and Internal School Quality Assurance