The study aimed at investigating the effects of School Quality Assurance Officers' feedback on improving teaching and learning in Arusha City Public secondary schools. The study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is wastage of resources. The convergent parallel mixed method using concurrent approach with Ex-post Facto design case study designs were employed in the study. Data were collected from School Quality Assurance Officers, City Academic Officer, Ward Education Officers, and Heads of schools and teachers. Participants were selected using both probability and non-probability sampling procedures where data were collected using questionnaires, interview guides and focused group discussion. The findings of the study show that the overall quality of SQAOs is good in terms of quality, method used to gather feedback and degree of acceptability of feedback. Also, there is positive relationship between SQAOs feedback and improvement in teaching and learning in overall and in all school categories. However, feedback methods and feedback acceptability were the only factors with significant contribution on teaching and learning processes in all schools whereas, the SQAOs' models fit in all school categories.

This study aimed at assessing the Effectiveness of School Evaluation on Improving Teaching and Learning Processes in Arusha City Public Secondary Schools. This study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is in vein. The study employed convergent parallel mixed methods through concurrent approach where Ex-post Facto design case study designs were employed. The study sample were 166 teachers, 3 Heads of schools, 3 Ward Education Officers, 1 City Academic Officer, 6 School Quality Assurance Officers (SQAOs) and 1 Chief Zonal Quality Assurance Officer. Both probability and non-probability sampling procedures were utilized in selecting participants of the study. The study utilized questionnaires, interview guides and focused group discussion for data collection. Internal consistency reliability was estimated based on correlations among all Likert scale items on a questionnaire test using coefficient Alpha method. The study found that high performing schools implement SQAOs' findings schools than low and treatment schools. However, SQAOs' visit does not reflect the true picture in low performing schools as compared to both high performing and Treatment schools because of the unintended effects. The study recommends the true experiment design research that involves more low and high performing schools.