Enhancing English language teaching in Tanzanian secondary schools: systematic literature review

This systematic literature review investigates the interplay between teachers, Internal School Quality Assurance (ISQA) teams, and school management in enhancing English language teaching standards in Tanzanian secondary schools. Drawing on 80 empirical studies published between 2000 and 2023, the review synthesizes findings to examine collaborative practices, challenges, and strategies for quality improvement. The findings reveal that teachers' innovative pedagogical approaches, ISQA teams’ evaluative and feedback mechanisms, and management's strategic resource allocation are central to fostering effective English instruction. Quantitative evidence highlights the critical role of professional development and modern teaching tools in improving learning outcomes, while qualitative insights underscore the importance of stakeholder collaboration and trust. Barriers such as inadequate resources, limited training, and fragmented communication are identified as persistent challenges. This review concludes with actionable recommendations for strengthening stakeholder collaboration, resource investment, and professional capacity-building to address these systemic issues. The findings contribute to the broader discourse on improving education quality in resource-limited settings and offer practical insights for policymakers and educators.