Volume 5, Issue 6, June – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Assessment of Internal Quality Assurance

Practices of Principals in Public and Private
Secondary Schools in Anambra State
Udalla, Nkechi Edith (Mrs.) & Prof. N. Ikediugwu
Department of Educational Management in Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Abstract:- The main objective of this study was to assess Quality assurance in education could be seen as the
the internal quality assurance practices of principals in efficient management, monitoring, evaluation and review
public and private secondary schools in Anambra State. of the resources and reformation process (teaching and
The study was a descriptive survey carried out in learning) to produce quality output (students) that meet set
Anambra state. The population for this study is 739 standards and expectations of the society. This implies that
respondents. The sample size for this study is 370 quality assurance focuses on enhancing and improving the
respondents. This is made up of 129 principals in public processes of teaching and teaming in order to produce
secondary schools and 241 principals in private students who are worthy in character and in learning.
secondary schools in the state. An instrument which was
developed by the researchers was used for data Improving the learning environment can contribute
collection. The instrument was validated by three tremendously in strengthening the quality and standard of
experts selected from Nnamdi Azikiwe University, education in the Nigerian education system. This is because
Awka, Anambra State. The reliability of the instrument the quality of the learning environment contributes
was established using Cronbach alpha method. Data effectively to learners' progress and achievement. This
were collected by the researchers with the help of six means that the learning environment in secondary schools
research assistants who are teachers in the sampled in Nigeria must be conducive and safe enough for quality
schools. Data collected for the study were analyzed teaching and learning to take place. Part of ways to
using mean and standard deviation to answer the achieving these include having clear and realistic
research questions. One of the findings was that expectations, communicating with the students, being self-
principals in both public and private secondary schools assured, always doing a follow up, understanding your
practice internal quality assurance with regards to roles as a teacher, personality of teacher and recognition of
quality teaching and learning to a low extent. adolescent nature can improve learning. The question is
Accordingly, it was among others recommended that whether these practices are being utilized by the teachers
Anambra State government should organize workshops and to what tent, in secondary schools in Anambra State.
and seminars for principals in public and private
secondary schools on internal quality assurance with In order to ensure quality education in secondary
emphasis on quality teaching and learning in schools. schools, certain practices (internal and external) have to be
adopted. These practices weather internal or external are
Keywords:- Assessment; Internal Quality Assurance the programmes and policies put in place to ensure that
Practices; Public Secondary School; Private Secondary secondary schools are fulfilling their own purpose as well
School; Teaching and Learning; Curricular and Extra- as maintain standards that apply to secondary education in
curricular Activities. general and teaching profession in particular.

I. INTRODUCTION The internal quality assurance practices are those

policies and measures taken internally by the school to
The taste in education is earned and evidenced in its ensure that it is fulfilling its purpose as well as the
quality. Unless quality and functionality is assured in the standards that guides its operation (International Institute
system, education will lose out to nothing else. The concern for Educational Planning (IIEP,2006). A proper use of, or
for quality is at the core of the motivating forces for adherence to internal quality assurance practices is critical o
reforms in education, secondary schools. In Nigeria, part of successful secondary education in Nigeria. It will enable
the main government policy objective in education is to the school to achieve its goal and objectives (Okojie 2010).
raise the quality of education at all levels in order to make It is therefore pertinent for the schools to always embark on
the recipients of the system more useful to themselves and practices that can promote quality in the system. In the light
the society as well. The government stressed that quality of this, educators and practitioners within the secondary
assurance in Nigeria education system most especially in school system strive to design and embark on certain
secondary schools is a goal to which learners, teachers, internal quality assurance practices to ensure that certain
staff and school administration should aspire to attain. agreed standards of performance in the system are being
These goals will not be significantly achieved if the met.
classroom teacher fails in his responsibility.

IJISRT20JUN172 www.ijisrt.com 494

Volume 5, Issue 6, June – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
With reference to internal quality assurance practices, In Anambra State, the secondary school principal is
the government of Nigeria has made provisions for quality the administrative head and manager of the school (Udalla,
standards in secondary education. The Federal Ministry of 2012). The school principal is under the supervision of the
Education (FME) (2014) provided national education Post Primary Schools Service Commission (PPSSC) and
quality assurance handbook for basic and secondary the Anambra State Ministry of Education. In an effort to
education in Nigeria. This handbook contains the national improve the quality and productivity of secondary schools
education quality standards. in the State, the Anambra State Ministry of Education has
encouraged the involvement of the Parent Teachers
According to FME (2014:7), Quality standards are the Associations and School Based Management Committee in
goals to which all learners, teachers, staff and those who the management of schools in the state. The school
lead and manage schools should aspire to achieve. They are principals are the principal officers in charge of the daily
sometimes erroneously referred to as minimum standards management of secondary schools in Anambra State. Some
but these are actually quality standards that focus on of their duties include, ensuring that the multi-faceted
improving learning outcomes…. Quality standards include problems facing the secondary school system do not hinder
learner’s achievement and behaviour, the quality of the efficient service delivery towards providing quality
teaching and learning; curriculum and other activities, care, education in the state, ensuring that funds entrusted on
guidance and safety, the learning environment and them is properly utilized, ensuring the provision and
leadership…., maintenance of physical facilities, ensuring that teachers
are motivated for their total commitment, ensuring the
The specific quality standards for secondary schools supervision of instructional materials to ascertain effective
as provided in the document include: the quality of teaching teaching and learning and also engage in other practices
and learning, the quality of the curriculum and other necessary for quality assurance in secondary schools.
activities; the quality of care, guidance and safety; the However, this seems not to be the case in Anambra State.
quality of the learning environment and leadership
effectiveness. This study however focused on the quality of It appears that most principals in public secondary
teaching and learning, the quality of the curriculum and schools in Anambra State seem not to embark on quality
other activities. They formed the basis of assessment in this practices in their management. Despite the
study. institutionalization of quality standard in the school system
in Nigeria, secondary schools in Nigeria and Anambra State
Assessment is very essential in school programme in particular seem to be riddled by management
implementation. According to Nwankwo (2006), inefficiencies which have resulted in poor quality standard.
assessment is the process by which job performance is Duze (2018) observed that the envisaged gaps and
evaluated. Similarly, Adams (2006) explained assessment challenges of principals include poor learning environment,
as the making of value judgment about a phenomenon in lack of teamwork, poor communication method, poor
relation to specific objectives. In this study, assessment is instructional supervision and lack of adequate guidance and
made in relation to the national education quality standards. counselling services, teacher-centred curriculum, poor
Again, quality assurance and quality standards are used quality of teaching, poor monitoring of students’ academic
interchangeably in this study. progress and poor students evaluation. Ezeuchu (2017) also
noted that efforts are not made in areas of adequate
The first quality assurance practice assessed in this provision of training facilities to develop teachers for
work is quality of teaching and learning. This involves professional growth in order to increase productivity,
targeting the learner and the learning environment. Quality supply of qualified manpower/learning facilities and
teaching aims at improving the knowledge and skills of the coupled with the suspicion of external evaluators’ non-
learner. The learner becomes the centre of the teaching check of supervision carried out by principals seem to make
process. In this regard, the learning environment needs to their practices appear to be largely procedural, diagnostic
be supportive. Thus, appropriate learning resources must be rather than remedial. These views are however theoretical
adequately available (Fadokun, 2018). The next quality in nature and have not been empirically proven to be the
assurance practice assessed is the quality of the curriculum determining factor in the quality assurance practices in
and curricular activities. public and private secondary schools in Anambra State.
This is therefore the motivation for this study.
Curriculum, according to Hussan (2011) refers to the
totality of experiences; the learners went through under the It is expected that the principals in handling of the
guidance of a teacher. According to FME (2014) curricular affairs of schools would adopt quality assurance practices
and extra-curricular activities are expected to meet the as contained in the quality assurance handbook of the
range of needs and interests of learners. According to this federal government, but contrary to this as evidenced from
policy statement (FME, 2014), the focus is on the extent the the researcher’s personal observations and reports, one
curricular content provide meaning learning experiences to begins to doubt whether principals in public and private
the learner. The point being emphasized here is that the secondary schools in Anambra State have been living up to
curriculum contents need to take into consideration the expectations in providing quality education in the state.
needs and aspirations of the recipients and the society. Some of these observations and reports bother on inability
to embark on quality assurance practices. This has resulted

IJISRT20JUN172 www.ijisrt.com 495

Volume 5, Issue 6, June – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
to some problems in most secondary schools in Anambra sample was drawn using proportionate simple random
state. For instance, some students are no longer committed sampling technique. An instrument titled “Internal Quality
to their studies, some join cult groups while a host of others Assurance Practice Questionnaire” (IQAPQ) which was
engage in other indisciplinary behaviours like fighting and developed by the researchers was used for data collection.
stealing in the schools. It is also important to note that some The instrument consisted of two parts: A and B. Part ‘A’
students in the state take their senior school certificate with two options dealt with background information of the
examinations in special centres. These occurrences pose respondents while Part ‘B’ contained items that addressed
serious threats to achieving quality education in secondary the core subject matter of research.
schools in the state.
The instrument was validated by three experts selected
 Research Questions from Nnamdi Azikiwe University, Awka, Anambra State.
The following research questions guided the study: The reliability of the instrument was established using
 What is the extent principals ensure that teaching and Cronbach alpha method. Copies of the questionnaire for the
learning are effective in meeting learners’ needs in their study were administered 25 principals of schools in Enugu
schools? State. The internal consistency of the items in the clusters
 What is the extent principals ensure that curricular and was determined using Cronbach alpha. The alpha
extra-curricular activities meet the needs and interests coefficients of 0.72 and 0.74 were obtained respectively for
of learners in their schools? the sections A and B.

II. METHODOLOGY Data were collected by the researchers with the help
of six research assistants who are teachers in the sampled
The study was a descriptive survey. Anambra state schools. The distribution and collection of the questionnaire
was the area of the study. All the public and private lasted for two weeks. Despite efforts made to ensure that all
secondary schools in the area were studied. The population the copies of the instrument administered were correctly
for this study is 739 respondents. This is made up of all the filled and retrieved, two copies were lost. Thus, 368 copies
258 principals in the 258 public secondary schools and 481 of the instrument were used for data analysis. The 0.5%
principals in the 481 private schools in the State. The loss was not significant and did not affect the analysis
sample size for this study is 370 respondents. This is made adversely. Data collected for the study were analyzed using
up of 129 principals in public secondary schools and 241 mean and standard deviation to answer the research
principals in private secondary schools in the state. The questions.

III. PRESENTATION OF FINDINGS

Research Question 1: What is the extent principals ensure that teaching and learning are effective in meeting learners’ needs
in their schools?

S/N Section A: Quality Teaching and Learning Public Sce. Schs. Private Sec. Schs.
As a Principal of my School, I: 𝑋̅ Sd Rmks 𝑋̅ Sd Rmks.
1 Use teachers’ lesson notes to monitor their instructional delivery in 2.40 1.01 LE 2.34 1.02 LE
order to ensure quality learning in class.
2 Review teachers’ instructional delivery periodically to ensure that 2.51 1.03 GE 2.04 1.01 LE
quality learning is imparted to students.
3 Mandate teachers to build students’ skills through active 2.31 1.00 LE 2.22 1.02 LE
participation in class activities.
4 Direct teachers to provide learning opportunities individually for 2.01 1.02 LE 2.43 1.03 LE
every student in the class.
5 Direct teachers to use different teaching methods for effective 1.32 1.03 VLE 2.08 1.01 LE
learning in the class.
6 Direct teachers to use home-works to extend students’ learning. 2.36 1.02 LE 2.33 1.03 LE
7 Use supervisory visits to guide teachers to create interactive 1.40 1.01 VLE 1.46 1.03 VLE
learning environment in the class.
8 Supervise teachers’ use of instructional materials to guide them 1.44 1.03 VLE 1.21 1.00 VLE
improve students’ learning.
9 Inspect teachers’ improvised instructional materials to ensure they 1.22 1.00 VLE 1.32 1.02 VLE
contribute to meaningful learning.
Mean of Means 1.89 1.02 LE 1.94 1.02 LE
Table 1:- Extent Principals Ensure that Teaching and Learning are Effective in Meeting Learners’ Needs in Anambra State

IJISRT20JUN172 www.ijisrt.com 496

Volume 5, Issue 6, June – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Results in Table 1 indicate the internal quality assurance practices of principals regarding quality teaching and learning. The
cluster mean of 1.89 with standard deviation of 1.02 for public secondary school principals indicate that principals in public
secondary schools practice internal quality assurance regarding quality teaching and learning to a low extent and their mean
ratings do not vary cluster around the mean. Similarly, the cluster mean rating of 1.94 with standard deviation of 1.02 by
principals in private secondary schools indicate that they also practice internal quality assurance researching quality teaching and
learning to a low extent and their standard deviations did not vary.

Research Question 2: What is the extent principals ensure that curricular and extra-curricular activities meet the needs and
interests of learners in their schools?

S/N Section B: Quality Curriculum Implementation Public Sce. Schs. Private Sec. Schs.

As a Principal of my School, I: 𝑋̅ Sd Rmks 𝑋̅ Sd Rmks.

10 Direct teachers to use current national curriculum and teachers’ 2.53 1.01 LE 2.50 1.00 GE
guide.
11 Mandate teachers to draw their schemes of work from national 2.51 1.02 GE 2.54 1.01 GE
curriculum.
12 Carry out periodic inspection to ensure that lesson plans for 2.45 1.04 LE 1.64 1.02 LE
students have clear learning outcomes.
13 Monitor classrooms to ensure that teachers communicate lesson 2.42 1.01 LE 2.30 1.00 LE
contents to students using suitable teaching strategies.
14 Mandate teachers to make their teaching challenging to students. 2.41 1.03 LE 1.58 1.02 LE
15 Provide recreational facilities in the school for students. 1.50 1.02 LE 2.04 1.01 LE
16 Promote sporting activities to enhance students’ all round 2.51 1.01 GE 2.50 1.02 GE
development.
17 Mandate teachers to build students’ skills through active 2.52 1.00 GE 2.58 1.02 GE
participation in extra-curricular activities.
18 Invite education experts from universities and other related 2.44 1.02 LE 1.52 1.03 LE
institutions to come and educate teachers on current trends in
lesson delivery.
19 Regularly organize workshop in my school to equip teachers on 1.40 1.02 VLE 1.42 1.01 VLE
the use of technology in classroom.
Mean of Means 2.27 1.02 LE 2.06 1.01 LE
Table 2:- Extent Principals Ensure that Curricular and Extra-Curricular Activities Meet the Needs and Interests of Learners in
Public and Private Secondary Schools in Anambra State

Results in Table 2 show the internal quality assurance hypothesis two indicate that the principals do not differ
practices of principals regarding quality curriculum significantly in their mean ratings on extent they ensure
implementation. The standard deviations for both public curricular and extra-curricular activities meet leaner’s needs
and private secondary school principals range between 1.00 and interests.
and 1.03 indicating the closeness of the ratings to the mean.
In the same vein, the cluster mean standard deviations of The findings of this study affirmed the fact that there
1.02 and 1.01 for principals in public and private secondary is only one national curriculum for secondary schools and
schools respectively indicate the closeness of the ratings to each secondary school, whether public or private derives
the cluster mean. Again, the cluster mean of 2.27 for public from it. The similarities in their mean ratings indicate that
and 2.06 for private secondary schools indicate that the public and private secondary schools implement the same
principals in public and private secondary schools practice curriculum. The process of implementation may differ but
quality curriculum implementation to a low extent. the contents of the curriculum are the same. It is to
maintain this standard or practice that ministry of education
 Discussion of Findings is established in each state. Both public and private
The study assessed principals’ internal quality secondary schools in each state are being controlled by the
assurance practices regarding curriculum implementation. respective state ministry of education. Accordingly, this
It specifically assessed extent the principals ensure that central control may account for the similarities in the mean
curriculum and extracurricular activities meet the needs and ratings of principals in public and private secondary
interests of learners. Findings indicated that principals in schools regarding curriculum implementation.
public and private secondary schools in the area of the
study, to a low extent, practice internal quality assurance The findings of the study is supported by Boaduo
regarding curriculum implementation. Thus, they ensure to (2010) who found that the level of curriculum
a low extent that curricular and extra-curricular activities implementations in the schools sampled was low and that
meet the learner’s needs and interest. Data analysis for there is shortage of resources for quality curriculum

IJISRT20JUN172 www.ijisrt.com 497

Volume 5, Issue 6, June – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
implementation by the teachers. The reason that it is [5]. Fadokun, L.A. (2018). Issues in national policy on
implemented to a low extent could mean that quality education in Nigeria. Calabar: University of Calabar
curriculum implementation is not given the desired Press.
attention. This is supported by Okeke (2009) whose study [6]. Federal Ministry of Education (FME, 2014). The new
indicated the qualitative of curriculum implementation in senior secondary schools curriculum structure at a
secondary school in Kenya is not given desired attention. In glance. Lagos: NERDC.
the same vein, Goddard and Goddard (2009) found that [7]. Goddard, F., & Goddard, A. (2009). Relationship
principals in public and private secondary schools do not between quality learning environment and students’
differ significantly on the extent they engaged on quality academic achievement. International Journal of
curriculum implementation activities for school Academic Research and Reflection, 3(2), 60-74.
improvement. [8]. Hussan, G. (2011). Information: an essential
factor in educational planning and policy. Paris:
IV. CONCLUSION UNESCO. Ibadan: Adeose Publications. 1-8.
[9]. International Institute for Educational Planning (IIEP,
The conclusion of this study is that principals in both 2006). Continuous innovation in a complex and
public and private secondary schools practice internal dynamic educational environment: The case of the
quality assurance with reference to quality teaching and Australian educational services. Australia: Ministry of
learning, and quality curricular implementation to a low Education Press.
extent. [10]. Nwankwo, I.N. (2006). Planning for human resources
development and utilization in management and
RECOMMENDATIONS supervision of U.B.E. in Ebonyi State. Being a paper
presented at the 2nd National Conference, 2006,
Based on the findings of the study and the discussion Department of Education Foundations., ESUT, Enugu
that followed, these recommendations were made: State, 24th -27th Oct., 2006.
 As part of their internal quality assurance, principals in [11]. Okeke, O.O. (2009). Students perception of the impact
both public and private secondary schools in Anambra of teachers classroom communication their
state should ensure that quality teaching and learning is motivation. A study of secondary school students in
done in their schools by engaging their teachers Okigiwe educational zone Imo state. The educational
properly in their teaching job engagement psychologist 2 (2) 200-207
 The Anambra State government should organize [12]. Okojie, J. (2010). The structuring of organizations: a
workshops and seminars for principals in public and synthesis of the research. Engewood Cliffs, NJ:
private secondary schools on internal quality assurance Prestige-Hall Inc.
with emphasis on quality teaching and learning in [13]. Udalla, N. (2012). Principals’ administrative
schools. effectiveness in secondary schools in Anambra State
 Principals in public and private secondary schools in (Master’s thesis, Department of Educational
Anambra state should engage quality curricular Management and Policy, Nnamdi Azikiwe University,
implementation to high extent as part of their internal Awka).
quality assurance practices.
 Universities in the State are to float on-the-job training
programmes for principals on quality curricular
implementation as a way of assisting them to be more
engaged in the internal quality assurance practices.

REFERENCES

[1]. Adams, K. C. (2006). Introduction to management

theory and practice. Onitsha: Africana Publishers Ltd.
[2]. Boaduo, N. A. (20 I 0). Extent of curriculum
implementation in the Eastern Cape. African
Symposium 10 (2), 7584.
[3]. Duze, C. (2018). Comparative analysis of principals’
management strategies in public and private
secondary schools in Anambra State of Nigeria.
International Journal of Arts and Humanities, 1 (1), 23
9-256.
[4]. Ezeuchu, E. S. (2017). Principalship and effective
management of facilities in secondary schools in cross
river state, Nigeria. International Journal of Academic
Research and Reflection, 3(1), 64-76.

IJISRT20JUN172 www.ijisrt.com 498