The role of school inspection in improving curriculum implementation in selected secondary schools in Manyara region in Tanzania.

The purpose of the study was to examine the role of school inspection in improving curriculum implementation in secondary schools in Manyara region in Tanzania. It specifically focused on; assessing policy and standards used by school inspectors in improving curriculum implementation in secondary schools; and finding out whether communities around schools; and finding out whether communities around schools are involved during school inspection. The study employed cross sectional descriptive design to collect data from 166 respondents using interview schedules with 13 heads of schools, 10 school governing boards, 3 district education officers, and 3 school inspectors; questionnaires administered to 95 students and 43 subject teachers; and documentary review. Data collected at one point of time from different levels of respondents were organized into patterns that emerged during analysis. Quantitative data were tabulated, totaled, converted to percentages, and frequencies. Qualitative data were descriptively analyzed and some direct quotations were reported. Research findings revealed that: 1. No direct communities-school inspector contact during inspection activities through communities are part and parcel of curriculum implementation. Availability of teaching and learning resources, libraries, and laboratories; teachers’ evaluation of students’ work; good command of language of instruction and proper time management were other factors. 3. School inspector-school ratio (coverage) was 1:43.4 School inspector-teacher relationship were found unfavorable as teachers had negative attitudes. 5. Government and community schools were disadvantaged due shortage of school inspection and other factors contributing to curriculum implementation. Hence school inspection and other factors contributing to curriculum implementation. School inspectors should consult and involve communities who are part and parcel of curriculum.