An Assessment of Tanzania Institute of Education Guide’s Compliance in Implementation of the Form One Orientation Programme in Selected Secondary Schools in Moshi District Council

The current study's objective was to assess adherence to the 2014 TIE Guide in the implementation of the Orientation Programme (FOP) in secondary schools within the Moshi District Council. A qualitative research approach and case study design were employed. Social cognitive theory guided this study. A total of 40 informants from four secondary schools were purposively selected, including 4 heads of schools (HoS), 1 District Secondary Education Officer (DSEO), 2 Schools Quality Assurers (SQA), and 33 teachers. Data were collected through semi-structured interviews, document reviews, and unstructured observation. Triangulation was used to ensure the trustworthiness of the findings. The study found that the schools did not fully adhere to the TIE’s guide in implementing the FOP. The findings highlight a gap in the proper execution of the FOP as outlined in the 2014 TIE guide, suggesting areas for improvement in its implementation within the district such as ensuring all students fully participate in the FOP, to ensure quality delivery across secondary schools, HoS strictly comply to the guide, SQA’s should regularly monitor the implementation of the FOP in schools, and conducting pre-assessments before starting the FOP to identify students' English language proficiency level and post-assessments at the end to evaluate FOP achievement of its intended outcomes