PurposeThis study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation processes and their influence on the objectivity and consistency of evaluations.Design/methodology/approachThis study used a purposive sampling method to examine seven secondary schools in Dodoma Region, which were key in piloting the School Quality Assurance (SQA) policy implementation in 2018. The selected schools were government boarding institutions with long histories, managed by School Management Teams and Governing Boards that influenced school decision-making. These schools had regular SQA visits and produced School Self-Evaluation and Whole-School Evaluation reports, which served as the primary data sources. Data were analysed using a method that involved sorting, coding, identifying patterns and applying theory to interpret the findings. The analysis focused on discrepancies and power dynamics in school evaluations, particularly how internal and external evaluators' roles were represented in the reports. Ethical considerations were ensured through confidentiality, pseudonymizing participants and obtaining clearance from relevant authorities. This study's reliability and trustworthiness were enhanced through consistent data collection protocols, a transparent coding framework and triangulation of sources. This research offers insights into the politics of SQA policy implementation, highlighting tensions and power dynamics in school evaluations and revealing gaps between policy and practice.FindingsThis study identifies the SQA policy discourses that were tools and sites of power struggles and contestations among internal and external evaluators in all six quality domains. These political dynamics impacted the objectivity and consistency of evaluation outcomes due to subjectivity among evaluators. Internal evaluation had a positive image by offering higher quality indicators than external evaluation in most case study schools.Research limitations/implicationsPolicy documents provide a high-level overview, often missing the nuanced realities of school implementation. While updated periodically, they may not reflect current practices or challenges. These documents typically present an idealized vision of education, which might not align with actual outcomes. Analysing them alone can overlook the perspectives of teachers, students, parents and other stakeholders directly impacted by the policies. Informal practices and adaptations in response to policy directives may not be documented, and the interpretation of such documents can vary widely, leading to subjective analysis. In addition, policy documents lack empirical data on the effectiveness and impact of the policies.Practical implicationsThis study highlights the need for clear and consistent evaluation criteria to reduce discrepancies between internal and external evaluators. It also underscores the importance of training and support for school-based evaluators to ensure reliable assessments. Moreover, this study calls for addressing political dynamics influencing evaluation objectivity, ensuring that evaluations genuinely reflect school performance. Finally, the findings advocate for involving all stakeholders in the evaluation process to enhance transparency and accountability.Social implicationsThis study has important social implications. It reveals how political dynamics can affect the fairness and transparency of school evaluations, potentially impacting stakeholders' trust in the education system. This study highlights the need for equitable and unbiased evaluation practices to ensure that all schools are fairly assessed and supported. This can lead to better educational outcomes, as schools receive appropriate feedback and resources. Moreover, involving community members in the evaluation process can foster greater accountability and community engagement in educational development.Originality/valueThis study provides original value by addressing the intersection of political dynamics and educational evaluation. It uniquely examines how power struggles and political influences affect the objectivity and consistency of quality assurance practices. By highlighting discrepancies between internal and external evaluators, this study offers fresh insights into the challenges of implementing educational policies. This research contributes to the broader discourse on educational reform by advocating for more transparent and equitable evaluation processes, thereby enhancing policy effectiveness and educational outcomes.
