The general objective of the study is to investigate the effective process of monitoring consistently in order to identify the strength and weakness that inform school management teams and teaching staff

ORGANIZATION OF THE STUDY
The study includes three chapters, which are chapter one, chapter two and chapter three
Chapter one will includes, the background of the problem, statement of problem, research objectives, research questions significance the study, research hypothesis and scope (delimitation) of the study
Chapter two includes the literature review and literature gap.
Chapter three includes research methodology, introduction on, area of study, research design, targeted population, sample and sampling, research investment and data collection.

                                      CHAPTER ONE
1.0 The background of the problem
Tanzania is located in eastern part of Africa.  It consists of two parts (mainland and Zanzibar) which have different system of education and other specific features.  Private schools were nationalized by the government and became government owned (public) in the 1960’s and 1970’s under the slogan of free and universal public education.  However in Tanzania (Mainland but not Zanzibar) the student flows primary education forced the government to allow non-government (private) schools at secondary level in the 1990s and they account for a half of enrolment at present.
Since 1984, the government has been encouraging people and private agencies, respectively, to build, respectively, to build community and private secondary schools. In between (1995 and1999) the number of secondary school increased from 595 to 849, (MOEC 2001:21)
1.1  Statement of the problem
 Arusha secondary schools recommended that staffing ratios are not realized.  Some of the short foals emanate from the subject-based nature of the curriculum, making teachers. Unsustainable between subjects. Most private schools do not have trained teacher. In addition, teachers preference for urban schools and differences in attitude towards education among regions have also less to differential  enrolment rates and performance among schools in Arusha.  So schools can use internal and external inspection as one way of examine what is happening in schools of Arumeru district in Arusha city.  Also the monitoring will be conducted t the ABC schools owned in Usa river which are private owned school so the study will to see if teachers are able in preparing scheme of work, lesson plan and if they are well in teaching and managing well the class
1.2  Objectives of the study
The general objective of the study is to investigate the effective process of monitoring consistently in order to identify the strength and weakness that inform school management teams and teaching staff
The study will be guided by the following objectives (specific objectives.)
        i.            To identify the system of monitoring established in Arusha city secondary schools
      ii.            To identify the reasons for school to monitor
    iii.            To identify different things which are monitored
    iv.            To know the one who monitors
      v.            To evaluate the procedures followed when monitors
    vi.             To evaluate things which they are doing when gather the information
1.3  Research questions
                    i.            What monitoring system are established in Arusha city schools
                  ii.            Why these schools monitor
                iii.            What is they monitor
                iv.            Who monitors
                  v.            How best they monitor-procedures they follow
1.4  Research hypothesis
                    i.            It may be by collecting information by listening students and staffs
                  ii.            Maybe it allows seeing where they need to improves
                iii.            It may be the quality of teaching
                iv.            It may be every personal at school and even parents
                  v.             It may be through student perception
1.5  Significance of the study
-          To encourage other researchers to carry further out researches on the same topic
-          The teachers and their students will get insight into effective use of teaching and learning methods
-          Then the study hopes to contribute the better understanding of the monitoring process of  teaching and learning at school level which hinder students performance in schools.
1.6  Delimitation (scope) of the study
The study will be conducted in two selected secondary schools namely, Ngongongare secondary schools and Tanzania Adventists secondary school.  These schools are easily reachable teachers, school administration and students will be involved as the source of information during the field work study.
                                              
                      CHAPTER TWO
2.0 LITERATURE REVIEW
This chapter reviews the relevant literature concerning monitoring the process of teaching and learning at schools.
2.1  Definition of monitoring
White (1997:7) defines “monitoring as a continuous a formative, diagnostic assessment of any performance”.
West (1992) argues that “while monitoring is not the same as evaluation (they are linked) as the decision to evaluate an aspect of teaching and learning may arise as a consequence of monitoring”.  This implies they are different process.
They oxford dictionary (2005) defines the word “monitoring as any of various persons or devices for checking or warming about a situation or operation”.  This definition makes it more explicit that monitoring is the process that checks a specific aspect of an organization it also has a specific purpose in that it is used to warn an organization that intended or operation is not where it might have expected it to be.  In other words it checks intention against facts or predictions.
Raffin and Ruthven (2000) argue that “monitoring is keeping in touch with your pupils learning,  Including informal classroom process or more formal processes such as the national system of tests and examination”.
Hardie (2001) suggests that, “monitoring is the planned routine gathering or useful information is a regular  continuous and systematic checking  process against preciously targets in order to take any necessary action”
Mintzberg (1979) suggests that gathering useful information is part of the information processing role of a business manager in educational setup this process of collecting information may include looking, observing and listening to students, to staffs indeed to anybody who has useful information.  “Monitoring , therefore is finding out what is real happening in classrooms, not what school heads and managers might think is happening or what they would like to be happening.
Hargreaves (1995) argues that “monitoring should be carried out on a formative basis so that adjustments can be made as the implantation of target or change is actually going on”.
2.2 Why do schools need to monitor?
Hardie (2001) suggests five reasons for doing monitoring in schools
·         it allows you to assess how well you are doing
·         it allows you to see where you are achieving targets and standards.
·         It allows you to see where you are not achieving targets and reaching standards
·         It allows seeing where you need to improve.
White (1997) talks or pressure head of schools face from politicians, parents and media to improve what are widely regarded as performance indicators fest result and inspection reports.
Taylor and Mulhall (2001) suggests that it is reported that some parents mostly in rural areas are less likely to be educated themselves and may attach lower value to schooling and so have less ability to support their children.  The situation highlights that not all parents can be relied on in monitoring the quality of teaching or take action if the teaching of their children is poor quality.  Therefore, it is clear that much of the solution lies in the supply-side that is in ensuring adequate numbers appropriately trained, motivated and engaged staff in schools to ensure that proper teaching and learning is taking place
Mulkeen”s (2005) report that remote schools in the Africa are less likely to be visited by external inspectors.  In Malawi for example, if was noted that absenteeism is more frequent in remote schools where the atmosphere is more relaxed and visited by inspectors are less frequent.  The ministry of education In Tanzania also acknowledges it that. Monitoring of teaches by the local community is often weaker in remote areas, where there are inadequate competent personal, lack of transport, offices and the ability of the inspectors to take appropriate and immediately corrective measures where necessary. (MOEC,1995)



2.3 What to monitor
The school needs to define all areas of investigation.  Monitoring may concentrate on a specific issue or practice on a particular case such as examining one particular teaching method rather generalization representative of others and the worth of general approaches.
White (1997) argues schools need to ‘monitor everything’ this would appear to be a daunting almost counterproductive tasks, even for a school that is experienced in monitoring
Hardie (2001) suggests that or monitoring might be on either input, such as staff, resources or planning go on outputs such as staff, resources or planning or on output such as the quality of students work, that is, children’s learning pupils self assessment of learning, teacher self assessment of teaching and levels of attainment in tests or examination or number of children at high level.
Rogers and Badham (1992) advise that, it is impossible to monitor everything, monitoring should be limited to specific focuses and target priority objectives, which are achievable in the short term and are readily measured.
To make tasks manageable it is possible to group what of monitor three main categories.
2.3.1 Curriculum provision
This category will include all policies, schemes, guidelines and procures put into place to help effectily implement a broad and balanced curriculum.
The national curriculum provided by TIE (Tanzania institute of education) will require schools to manage their curriculum provision. It will place the responsibility on the school to ensure that a government-imposed curriculum will be effectively implemented. School heads and appointed teachers known as academic masters should ensure that a particular subject is taught in the school and that the schemes of work show progression and continuity, along with a variety of other tasks. Robertson (1997) recommends that “this form of monitoring should ensure that curriculum policy transfers into practices” monitoring teachers plans would fall into this category along  with the accuracy and consistence of teachers along with assessment , including marking to guarantee that arrangement for assessment pupils progress in promoting high standards of learning (p. 13)
Managing curriculum provision will also include monitoring the use and purchase of resources to ensure that are being deployed to their best use and that there are sufficient to implement the curriculum efficient to implement the curriculum effectively.
2.2.2 Student progress
A school to compare their results nationally, locally and against similar school can use the national examination result table.  A school can look company year-by –year result taking into account any cohorot variances the use of test diagnostic test and year s (form two and form four) can provide value added data which a school can use to help identify areas of weakness. Schools can also identify the performance of specific groups for example gender or particular year groups.
Russell (1996:77) argues that “the use of these indicators do not provide the full picture of pupils progress within a school however they may give advance warning of areas were management is moving towards its  intended objective
2.2.3 Quality of teaching
Monitoring the quality of teaching has widened the purpose of monitoring from mainly a checking to a more judgmental, qualitative role. (OFSTED, 1995:103) states, headmasters need to know what is going on in their school.  It is only through monitoring of course, that the head masters , might need.  In this way monitoring is more than just a process of information gathering it is linked to a deeper and more sustained process judging quality (normally called evaluation) Russell, 1996:83. White (1997:13) argues that a school needs to observe classroom practice so that the outcomes of the whole system of the schools planning can be monitored students learning must be observed to see if they are making progress in knowledge skills and understanding. A school will need to be very clear about which process they will adopt monitoring or evaluation as they will much affect the outcome of the intended process                  
Middlewood and Bulton (2001:75) argue that monitoring may be more internal conducted by insiders, rather than the personal frequently, it may be that monitoring for managers schools may find towards the informal, rather than the formal, although it might be both.
2.4 Who should monitor
Hardie (2001:76) points out that schools committed to monitoring such as holy family college, London maintain that everyone at the school has a role in monitoring and evaluation classroom teachers, governors, head of years tutors, senior management need to be built into a number of these personas specific roles and responsibilities.
White ( 1997:9) argues that this is important as all staff have the subjects they coordinate.  It follows therefore, that there has to be staff involvement and commitment to the process of monitoring.  For this to work effectively there needs to be the appropriate resources available and coordinated so that there is a consistency of practice
2.5 how should school monitor
Monitoring as previously defined is part of a process and is noted as school improvement and consequently from it to be successful the whole staff needs to be involved, have a clear understanding of its purpose and know how it will be performed. Monitoring is not an end itself and the result must be followed up (slack, 1997:85)
2.5.1 control and accountability
 An important consideration in school monitoring decision making is the framework of control and accountability with whole these decisions take place in the Tanzanian context.  Ministry of education and vocation training in 1995 issued an integrated education and training practice which among other things liberalized the provision of education at all levels including secondary education.  It means that the government has remained with major role of quality control through monitoring and evaluation of the education provided in all institutions. To achieve this goal, the government should set standards for teacher’s qualification, teaching and learning materials to be used, as well as the size of classes, school inspections and that schools should sit for the same national examinations. (chediel, et al, 2000)
2.5.2 Culture
Monitoring needs to be placed in the context of school improvement sot that staff perceives it as a purposeful way forward, for the pupils and themselves, Rhoden (1997:69). This suggests a culture in monitoring is important where all members of staff are not only monitors but also are part of being monitored. They are encouraged to work in genuine partnership and mutual respect while seeing that adapt to changes and not for criticism.
Rhoden (1997:61) argues that as a prerequisite to purposeful and successful monitoring there needs to be a commandment from all staff to deliver the relevant and up to date documents policies scheme and guidelines: in addition to these prerequisites the staff will need part of the monitoring. A culture needs to be in place where by teacher are not only used to being monitered for example having  people observing the in the classroom but also trusted that they will apply the expectations an d criteria consistory and as a greed.
2.6 Method of monitoring teaching and learning at school level .
 Monitoring teaching and learning involves a number of issues and aspects.  From the literature read, the study will chose to include the following areas to investigate when monitoring teaching and learning. This are a combination of teaching areas that are suggested by the OFSTED self evaluation for school course Brighouse and Woods (1999). Southworth and Conner (1999) (19999)  and MacGilchrist et al,(1997)
2.6.1 Classroom observation.
  Classroom observation can be a good source of information in terms or improvement in classroom practice and raising standards of work. Brighouse and woods (1999) suggest that it is because assessment has led us to look at achievement and results where as observation enables us to environment.  MacGilchrist et al, (1997) suggest that using classroom observation is one of the key ways of improving teaching and learning across the school.  They suggest that observation is multipurpose in that is provides a structure for focusing on the quality or teaching and learning of the classroom as well as for monitoring and evaluating improvement initiatives.
Drummoned et al (1992) also recognize the importance of lesson observation and describe lesson observing an essential skill for every teacher
2.6.2 Monitoring through pupils Perceptions.
  Ruddock et al, (1996) argued that what pupils say about their schooling is not only worth listening to but can be fundamental to school improvement generally
Dulley (1999) point out students perceptions can be eye opening and informative but they can also be bruising for teachers.  Staff needs to be prepared for this and consider how they are going to use the data
Macbeth (1999) state the importance of having an overall view of the ability of education.  If we are serious about evaluating quality and standards in our schools we need to evaluate from all perspective whether from head teachers, school inspector or pupils
2.6.3 Monitoring pupils work.  OFSTED (1999:135) states pupils earlier and current work provides an essential source of evidence of their attainment and progress. It also offers an insight into the curriculum, teaching and pupils altitudes to work
During a local inspection the inspectors should carry our ‘security of work’.  The sample of work will include the work of pupils in all year groups in all subjects.  Brighouse and woods (1999) describes how samples of work can be used to raise standard and transform attitudes towards achievement
2.6.4 Homework. 
The use of homework assignment bears a significant and positive  relationship to achievement when the homework is carefully monitoring  time. (birdhouse and woods ,1999)

Then MacBeath (1999:8) states that success also relies upon the homework and self directed learning that they do out of school hours and classroom learning flourished when good teaching and self directed learning meet: homework will be given  frequently as a means of extending returned to student, graded and commented on clearly understood by monitored by parents
2.5.5 Marking
Monitoring the marking of students work on a regular basis to ensure constancy and feedback to students is a key issue.  Black and William (1998) shows that effective feedback is a key factor in improving learning through formative assessment.  Formative assessment is connected with the frequent assessment of students and concerned with assessment for learning rather than of learning.
Gipps (1997) suggests that pupils will not necessarily improve from just valid and reliable judgments about work in order for them to improve they will needed to be involved and having goals to work towards..
2.5.6 Monitoring documentation schemes or work and planning for continuity and progress.  As MacGilchrist et al, (1995) point out a plan which is systematically monitored and which a range of evidence is used to evaluate is likely to be effective.  So often is schools new strategies and systems are put in place and because there is no a parent monitoring structure the system eventually fades away.  Some documents are more useful that other e.g. planning documents particularly when the planning is done collaboratively. Planning for development is an essential    part of the school improvement process. Waterhouse (1983) suggests that planning focuses the mind and gives a sense of direction
2.6.7 Literature gap
Most people who have already work on the study, they explained on methods of monitoring in schools, and colleges but they did not explain  the whole indicators that can be used to monitor the quality in teaching and learning process in school which are number of class per hours or per week by subject or by class frequency of use of teaching aids and frequency of use of new teaching learning materials

                                             CHAPTER THREE
3. RESEARCH MEHTODOLOGY
3.1 INTRODUCTION
This chapter presents method and procedures which will be followed in the research study.  It describes, the area as study, targeted population sample and sampling procures research instrument and type of data collection chosen
3.2 Area study
The study will be conducted in Arusha city, in Arumeru District. T he selected schools are Tanzania Adventist secondary school (TASS) and Ngongongare secondary school. These schools has been chosen because of the convenient acceptability to research and also the adequate and proximity of data collection
3.3 Target population and sampling procedures
The target population of the study comprises three section which are, students, teachers and schools administrator. Because the respondents are found within school component and much of the authentic data will be easily obtained.  A total of 30 (thirty) respondents will take part in this study.  Will be 3(three) administrators and 5 students from form one, 5 students for form two 5 students from three and 8 students from form fours.
Random sampling will be used to select school which will be involved in the study by ignoring the geographical distribution of the school location.  Also stratified sampling technique will be applied to select students from that different classes, teachers and school administration from their respective offices.  The researcher will select both girls and boys students and their respondents to avoid business in their study.
3.4 Research design
This study will employ survey research (descriptive research) whereby the cross sectional will be used because it is comparatively less expansive, prepared keeping in view of this objective of the study resources available and data collection manageable than in the other research design
3.5 Research tools/instruments
Methods of data collection will constitute observation questionnaires and interview
Observation will be employed when researcher participates in the classroom to observe teaching competence in teaching and students learning which will help a research to observe a real picture of the learning teaching and its environment teacher and administration will be given self administered questionnaires and interviewed.  Students will be given questionnaires and open ended interviewed and given assistance on how to fill it.  where by interview provides the prior history of situation in order that the investigator  can readily identify other relevant resources of evidence.  Also open ended at will allow for questions that will provide opportunity for the respond to state the facts or the matter as well as  the opinions about the events. .
3.6 Data collection
The data of the study will be collated in form of qualitative research.


                                                           APPENDEX 1
TENTATIVE BUDGET
S/N
PARTICULARS
UNIT
UNITS
 UNIT PRICE
VALUES
1.
Reams of paper
Reams
2
9000/=
18,000/=
2
Pens
Pieces
10
200/=
2000/=
3
Transport charges
lamp sum
1
5000/=
5000/=
4
Communication expense
Lump sum
1
10,000/=
10000/=

5
Substance allowance in the fields

Days
10
5000/=
50000/-=
6
Hiere for data analysis
Days
3
10000/=
30000/=
7
Typing and printing charges (all papers)
Papers
60
600/=
36000/=
8
Wages for data collectors
paper
4
10000/=
40,000/=
9
Photocopy and binding
Pieces
3
20000/=
60000/=
Total




250,000/=






APPENDIX II
TIME FRAME
TIME
MAIN ACTIVITIES
LOCATION
RESPONSIBLE PERSON
25 OCTBER 2013
SUBMISSION OF RESEARCH  TOPIC
SUPERVISORS OFFICE
RESEARCHER
11, NOVEMBER, 2013
SUBMISSION OF CONCEPT NOTE OR PAPER
SUPERVISORS OFFICE
RESEARCHER
20 JANUARY 2014
SUBMISSION OF RESEARCH PROPOSAL
SUPERVISORS OFFICE
RESEARCHER
MARC 2014
DEVEOPMENT OF DATA OF COLLECTION
UNIVERSITY OF  ARUSHA
RESEARCHER
2-11 APRIL 2014
DISTRIBUTIONS OF QUESITONAIRES FOR DATA COLLECETION
-TEACHERS
-ADMINISTRATORS
-STUDENTS AT PROPOSED SCHOOL
 RESEARCHER

14-25 APRIL 2014
REPORT ANALYSIS
UNIVERSITY OF ARUSHA
 RESEARCHER
MAY 2014
THE FIRST DRAFT OF THE REPORT AND SICK FOR APPROVAL
SUPERVISORS OFFICE
SUPERVISOR
JUNE 2014
- THE FINAL RESEARCH
-WRITING REPORT
-THE FINAL RESEARCH REPORT



SUPERVISORS OFFICE
RESEARCHER



SUPERVISOR

REFERENCES

Hardie, B. L. (2001) Managing Monitoring Of The Curriculum: In D. Middlewood and N. Burton (Eds) Managing The Curriculum, London: Paul Champany  Publishing
Macbeth, J. (1999), School Must Speak For Them Selves, The Case For Schools Self Evaluation, London: Routledge
MacGilchrist, B. Myers K. and Deed, J. (1997) The Intelligent School, London: Paul Chapman Publishing
Middle Wood, D. and Burton, N. (Eds) (2001) Managing The Curriculum, London: Paul Chapman Publishing
Mintzerg, H. (1979) The Nature Of Management Work 2nd  Edition, Englewood Cliffs, NJ: Prentice-Hall
Mulkeen, A. (2005) Teachers For Rural Schools: A Challenge For Africa In Effective Schools And Quality Improvement, Papers From The ADEA Paris: Association for The Development Of Education In Africa.
Raffin, J. An Druthren, K. (200) Monitoring, Assessment Recording Reporting  and Accountability, In Beck, J And Early, M. (Eds Key Issues In Secondary Education, London: Cassel
Robertson, G. (1997) “The Management Of Monitoring In Which P And Poster, C. (Eds) The Self Monitoring School, London Routledge.
Rogers, G. An Dbadham, L. (1992) Evaluation In Schools, London: Routledge.
Rusell, S. (1996) Collaborative School Self Review, London: Lemos And Crane.
Taylor, P And Mulhall, A (2001) Linking Learning Environments Through Agricultural Experience-Enhancing The Learning Process In Rural Primary School: International Journal Or Educational Development.
West N, (1992) Primary Headship Management And The Pursuit Or Excellence, Harlow :Long Man

White, P, (1997) The Pupose Of Monitoring In White P and Poster, C, The Self Monitoring School, Long Routledge