The Role Of School Climate In Quality Assessment: A Case Of Home Economics Subjects In Masvingo, Zimbabwe

Teachers’ effectiveness in quality assessment is enhanced by the whole school climate which includes the administration management style, the social environment and resources. Reforms in the Zimbabwean education systems emphasise on skill based subjects and coursework which is continuous assessment. The purpose of this study was therefore to explore the role of the school climate in the quality of assessment. A qualitative paradigm and a descriptive survey design were chosen to realize the research objectives. Purposive sampling was used to select six schools from a district with a population of fifteen. Validated questionnaires and document analysis were used to collect relevant data from teachers and pupils of grades four to seven. Data were presented in descriptive and narrative forms and analysed thematically. The findings revealed that most school environments which included management and supervision systems were not conducive for effective quality assessment of Home Economics practical subjects therefore negatively affected the quality of assessment. It was therefore recommended that the government, stake holders and the school management systems work together in order  to minimize the challenges faced by institutions which negatively affect quality assessment.