Asian Journal of Education and Social Studies

This study assessed the managerial challenges facing school heads in implementing school quality assurance (SQA) reports in public secondary schools in Mbeya Rural District, Tanzania. A mixed-methods approach with a convergent design was employed. Data were obtained from 267 respondents comprising 223 teachers, 16 school heads, 16 academic teachers, 11 school quality assurance officers, and one district secondary education officer. Teachers completed questionnaires, while the other participant groups contributed through interviews. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations, while qualitative data were analysed through content analysis. The questionnaire findings indicated that the reported challenges were generally moderate, with delays in the issuance of SQA reports among the most prominent concerns. The qualitative findings identified four interrelated managerial challenges: insufficient teaching and learning resources, excessive managerial workload, poor working environments, and inadequate supervision skills among school heads. These constraints reduced school heads’ capacity to act consistently on quality assurance recommendations and to follow up school improvement activities. The study concludes that implementation of SQA reports depends not only on the availability of reports but also on school-level managerial capacity and enabling conditions. It recommends structured headship training, timely issuance of SQA reports, improved access to teaching and learning resources, and appropriate delegation of managerial responsibilities to support more effective implementation of SQA recommendations.