An Assessment of the Quality of Pre- Primary Education Offered in Public and Private Schools in Musoma Municipality.

Lyayuka, Rebecca John (2020) An Assessment of the Quality of Pre- Primary Education Offered in Public and Private Schools in Musoma Municipality. Masters thesis, The Open University of Tanzania.

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Abstract

The objective of the study ware to explore the quality of education offered in public and private pre-primary education in Musoma Municipality, Tanzania. Three objectives guided the study. These were to: explain the quality of teaching staff in public and private pre-primary education classes in Musoma Municipality, analyse levels of teacher motivation and quality of pre- primary education in public and private pre-primary schools in Musoma Municipality, explain the roles of school administration on enhancing quality of pre-primary education in public and private schools in Musoma Municipality. The study was guided by humanistic theory that views education quality in process terms. The study used cross-section design with 111 respondents sampled purposively and randomly. Data were collected using questionnaires and interview methods. Quantitative data were analyzed descriptively through SPSS software, while qualitative data were analyzed basing on the emerging themes. The study found that private pre – primary education teachers had higher qualification in terms of professional qualification than those in public pre – primary education. It was also found that school administration in private primary schools were more supportive in ensuring quality education is provided in their schools than in public schools. The study concluded that the quality of education offered in private pre–primary schools is of higher quality compared to public pre–primary schools in terms of the quality of teaching staff, levels of teachers’ motivation and the role of school administration. The study recommended that the government should recruit adequate qualified teachers to teach public pre–primary classes, should ensure that children in public pre–primary education have conducive environment for learning.

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