ENRICHMENT OF SCHOOL QUALITY ASSURANCE PRACTICES IN PUBLIC PRIMARY SCHOOLS: A CASE OF ARUSHA REGION, TANZANIA

Abstract

This study examined the enrichment of school quality assurance (SQA) practices in public primary schools (PPSs) in the Arusha region, Tanzania, adopting a descriptive cross-section research design. Data was collected using interviews and questionnaires from 226 respondents. Qualitative data were analyzed using a thematic approach and quantitative data via descriptive statistics. Findings indicated availability of funds, adequate School Quality Assurance Officers (SQAOs), effective implementation of SQAOs' recommendations, involving teachers in SQA practices, positive relationships between teachers and SQAOs, and regular in-service training for SQAOs contributed to SQA practices improvement. However, insufficient funds, shortages of the District SQAOs, poor implementation of SQAOs' recommendations, little cooperation from schools, and irrelevant subjects’ expertise among SQAOs limited effective SQA practices. To effectively execute SQA practices, there is a need to mitigate such limiting factors. The study recommends that the government invest more in SQA practices by providing enough funds for sufficient school visits, recruiting adequate SQAOs, supporting SQAOs’ recommendations implementation, and establishing special in-service training programs for SQAOs to enhance their professional skills. SQAOs widely need to involve schools in SQA practice.