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Author(s): Enwuru Caroline Obiageri.

Volume/Issue: Volume 9, Issue 1 (2026)

Page No: 23-35

Journal: British Journal of Education, Learning and Development Psychology (BJELDP)

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Abstract:

This study examined the impact of education policy implementation on quality assurance in public secondary schools in Enugu State, Nigeria. The research adopted a survey design, targeting principals, vice-principals, and teachers across the six education zones of the state. A total of 383 questionnaires were distributed, of which 378 were returned and analyzed, representing a response rate of 98.7%. Data were collected using a structured questionnaire and analyzed using descriptive statistics, specifically mean scores and standard deviations. The findings revealed that while education policies are generally well communicated, their implementation—particularly in areas such as teacher training, resource allocation, and supervision—was only moderate. Quality assurance practices, including classroom observation, performance monitoring, and adherence to curriculum standards, were present but varied across schools. Respondents further indicated that effective policy implementation positively influences teaching quality, student performance, and institutional accountability. Key challenges identified included insufficient funding, inadequate training, irregular supervision, and weak communication. The study concluded that education policy implementation plays a critical role in enhancing quality assurance, and that addressing implementation gaps could significantly improve educational outcomes in public secondary schools.

Keywords:

Education policy, Policy implementation, Quality assurance, Public secondary schools, Enugu State, Nigeria.

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