Teachers’ Qualification and Kiswahili Subject Assessment in Lower Secondary Schools in Mbarara City.

Abstract

This study examined the relationship between teachers' qualification and Kiswahili subject assessments in lower secondary schools in Mbarara City. The study was guided by the following research objectives, i) assessing the level of teachers' qualification in assessing Kiswahili, ii) evaluating how Kiswahili assessments are designed and administered, iii) establishing the relationship between these two factors. A descriptive research design was employed, targeting 175 participants from a population of public and private secondary schools in Mbarara City, including City Inspectors of Schools, City Education Officers, head teachers, and Kiswahili subject teachers. The sample size was determined using Morgan and Krejcie's table, resulting in a total of 138 respondents. Purposive sampling was used to select City Inspectors, City Education Officers, and head teachers, while simple random sampling was employed for selecting Kiswahili teachers. Data collection methods included questionnaires and interviews, with a self-administered questionnaire distributed to teachers and face-to-face interviews conducted with key informants. The data were analyzed using descriptive statistics and thematic analysis for qualitative responses. The study’s findings on teachers' qualification in assessing Kiswahili, had an overall average mean score of 3.55, indicating moderate to high proficiency. Teachers effectively used diverse assessment techniques such as reading comprehension, grammar exercises, and group activities, supported by mandatory training programs and workshops. The second objective examined the design and administration of assessments, yielding an average mean score of 3.68, signifying positive practices in incorporating varied assessment formats. The third objective explored the relationship between teacher qualification and assessment effectiveness, showing a significant positive correlation (r = 0.565, p = 0.000, N = 90). This finding emphasizes that better teacher qualification leads to improved student assessment outcomes. Recommendations to enhance teachers' qualification in assessing Kiswahili, it is essential to prioritize continuous professional development through workshops and seminars focused on refining assessment techniques and linguistic skills. Schools should adopt formative assessments to evaluate teaching methods and language proficiency, ensuring alignment with curriculum standards. Designing and administering Kiswahili assessments including diversifying assessment formats, standardizing grading practices for fairness, and leveraging technology to improve efficiency. Training programs should cover both language proficiency and assessment design. Strengthening collaboration among teachers and addressing external challenges, such as large class sizes and limited resources, is crucial for linking teacher qualification with the quality and reliability of Kiswahili assessments.