ABSTRACT
The introduction of Free Primary Education (FPE) in Kenya brought with it challenges that could have a negative impact on quality of education. The purpose of the study was to find out the obstacles facing Quality Assurance and Standards Officers (QASOs) in facilitating the implementation of primary school curriculum in Gatanga District. The study was based on the theory of an Effective School by Lezotte (2001). According to this theory, an effective school, measured in student achievement, demonstrates the joint presence of quality and equity. Such a school demonstrates strong instructional leadership, clear and focused mission, safe and orderly environment, climate of high expectations for success, frequent monitoring of student progress, positive home – school relations, and opportunity to learn/time on task. The study employed a descriptive survey design. Information was sought from all the QASOs, the District Education Officer (DEO), and the headteachers from the 48 public primary schools in Gatanga District. Simple random sampling was used to select 10% of public primary schools. The study sample comprised of one District Education Officer, 5 Quality Assurance and Standards Officers, 20 headteachers, and 40 teachers from 20 public primary schools in Gatanga District. The study employed two main types of instruments for data collection: interview schedules and questionnaires. Questionnaires gathered data from headteachers while interview schedules guided interviews to be held with the DEO and the QASOs. A pilot study was conducted to assist in measuring and improving the reliability and validity of the instruments. Qualitative data was analyzed by organizing it into similar themes and tallying the number of similar responses and reporting them thematically in line with the research questions. Descriptive statistics were used to analyze the quantitative data obtained. Findings are presented in frequency counts, means and percentages. The results of data analysis are presented in frequency tables, bar graphs and pie charts. The study established that most teachers of primary schools in Gatanga District have positive attitudes toward role of QASOs in education quality assurance. However, some teachers had negative attitudes; as a result they failed to implement recommendations made by QASOs after inspection. The QASO officers were not facing any major challenges related to attitude of teachers. This is in contrast to the past, when teachers feared QASO officers and considered them to be fault finders. The study concluded that although QASOs inspect some schools regularly, some schools are not often visited. This is mainly because of lack of reliable means of transport, lack of adequate resources for the QASO officers, and lack of cooperation from teachers and headteachers for instance failing to implement recommendations. The study is significant in that the findings could provide the Ministry of Education with data on the challenges that quality assurance and standards officers are facing in supervision of curriculum implementation in primary schools. This could assist the Ministry in coming up with necessary measures to improve quality assurance and standards of education. Based on the study findings, the government is likely to be in a position to come up with strategies to improve the skills of QASOs in order to be more effective.