In Thika Level 5 Hospital, audit and feedback has a poor impact on assessment of cardiovascular risk and target organ damage but positive impact on blood pressure control and prescription practices. Time and sample size may have affected observed results. Additional audits and alternative QI strategies are warranted.

This study assessed the application of warning and reprimands by heads of schools on the management of professional misconduct among public secondary school teachers in Mara region, Tanzania. The reviewed literature indicated that there is a high rate of teachers’ professional misconduct and there was need of assessing the application of warnings and reprimands and find a way that can be properly used to manage teachers’ professional in the school environment. The study was guided by Transformation Leadership Theory which guides the HOSs to use different strategies in managing of teachers’ professional misconduct including warning and reprimands. The study used mixed methods approach and the convergent mixed research design whereby quantitative and qualitative data sets were collected simultaneously. The target population involved 300 students, 138 teachers, 25 heads of schools and 5 District TSC Officers. Stratified, simple random and purposeful sampling techniques were used to determine the study sample that consisted of 468 respondents. Questionnaires, interview guides, interview schedule, and document analysis guide were used to collect the required data. The collected data were analyzed by descriptive and inferential statistics using independent t-test. Narrations and direct quotations were used to present qualitative the study findings. However, the study also revealed that there was a significant relationship between the level of application warnings and reprimands strategy and management of teachers’ professional misconduct. The study concluded that warnings and reprimands were not properly applied due to unfairness, favouritism and insufficient of knowledge and skills by HOSs in dealing with management of teachers’ professional misconduct. The study recommended that TSC under the government should give education to the heads of schools on the proper usage of warnings and reprimands to avoid favouritism to the teachers when issuing warnings and reprimands.

This study assessed the implementation of guidance and counseling services by heads of schools on the management of professional misconduct among public secondary school teachers in Mara region, Tanzania. The reviewed literature indicated that they is high rate of teachers’ professional misconduct and the application of guidance and counseling in managing teachers’ professional misconduct, and there was a need of assessing the implementation of guidance and counseling and find the way it can be properly used to manage teachers’ misbehaviours in the school environment. The study was guided by Transformation Leadership Theory which guides the HOSs to use different strategies in managing of teachers including guidance and counseling. This mixed method study adopted the convergent mixed research design whereby quantitative and qualitative data sets were collected simultaneously. The target population involved students, teachers, heads of schools and the District TSC Officers. Stratified, simple random and purposeful sampling techniques were used to determine the study sample that consisted of 468 respondents. Questionnaires, interview guides, interview schedule, and document analysis guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using Chi-square technique. Tables, narrations and direct quotations were used to present the study findings. The study concluded that guidance and counseling was not properly implemented due to lack of guidance and counseling committee and lack of professionals dealing with teachers’ misconduct. However, the findings also indicated that there was a significant relationship between the application of guidance and counseling strategy and teachers’ professional misconduct management. The study recommended that the government should provide a specific policy that will give the guidelines for the formation guidance and counseling committee specific for teachers. Also, the government should employ teacher-counselors whom are knowledgeable and skillful with guidance and counseling parameters.

This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and document analysis schedule. Cronbach alpha was used to test reliability, while content validity was used to test validity. Data was analyzed using both descriptive statistics by frequency, mean scores, standard deviation; and inferential statistics by the use of Chi-square tests technique. The study findings revealed that delegation of responsibility fosters shared leadership responsibility between head of schools and experienced teachers, as well as develops accountability and commitment among the teaching staff. The study concluded that the delegated teachers in different responsibilities are not given decision making powers. It was also concluded that head of schools delegates responsibility to some of the teachers especially the experienced ones than the new teachers. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

Introduction Throughout the ages, education (whether formal or informal) has been recognized as an instrument for individual and societal transformation. This is the main reason why every society continuously strives to bequeath upon its successive generations education that is not only qualitative, but functional (Chukwu, 2016). Educational systems are being restructured in many parts of the world. This is often because governments are seeking to improve the quality of educational outputs to increase competitiveness in the global economy (Bush and Bell, 2002). A highly educated workforce is seen as a major way of promoting flexibility in an error of technological change, and developed countries seek to retain their strong economies by investing heavily in education to prepare workers with basic and advanced skills. To have a highly educated workforce education system needs involvement of parents and the entire community. Parents' involvement plays an important role in the academic success of children (Petrone, 2016). It is important to note, however, that parental involvement manifests itself differently across different class and cultural groups. Parents' involvement is explained as parental participation in the educational processes of their children (Jeynes, 2007). The concept of parental involvement is defined as a systematic approach which not only involves supporting and educating families and ensuring their participation in education, increasing children's educational and academic experiences, establishing, sustaining and improving the communication between students' homes and educational institutions, but also enriching the curriculum with the involvement and contribution of parents (Bower and Griffin 2011;