Strategies Used By School Quality Assurance Officers on Quality Teaching in Public Secondary Schools

This study explored the strategies used by school quality assurance officers on quality teaching in public secondary schools. Qualitative research approach with a case study research design was employed in this study. The target population of the study was teachers and heads of schools from the selected four public secondary schools as well as district schools’ external quality assurance officers. The sample size was 45 participants (36 teachers, 4 heads of schools and 5 school quality assurance officers). Data were collected through interviews, focus group discussions (FGDs), documentary review and analyzed through content analysis approach. The study findings revealed various strategies used by school quality assurance officers on quality teaching. Those strategies included; conducting regular classroom observations to monitor teaching quality, providing feedback to teachers after classroom observation, organizing in-school seminars for teachers on effective teaching methods, encouraging peer learning and lesson study among teachers and providing teachers with updated curriculum guidance during their visits. This study concluded that, the quality of teaching in public secondary schools is closely linked to the effectiveness of support systems provided by education management structures. School quality assurance officers serve as a vital connection between educational policies and classroom implementation, promoting reflective practices and learner-centered approaches. However, the effectiveness of these strategies faces an insufficient staffing and resources, limited professional development training and resistant to feedback and implementation. Addressing this systemic reform, capacity-building, and stronger stakeholder support are recommended.