Teachers’ Perceptions On The Implementation Of Internal School Quality Assurance In Public Primary Schools In Tanzania: A Case Of Dodoma City

ABSTRACT

The study explored the teachers’ perceptions on the implementation of Internal

School Quality Assurance (ISQA) in Public Primary Schools in Tanzania using

Dodoma City as a case study. Its specific focus was on the teachers’ perceptions

about different activities done by ISQA, the contribution of ISQA in improving

teachers’ performance, and the challenges facing the implementation of ISQA. The

Human Relation Theory guided the whole process of data collection and analysis in

the study. The mixed methods approach was employed whereby multiple case study

design was used. There were 168 respondents as ISQA committee members, head

teachers, teachers, WEO, CPSQA and CPEO. Moreover, the methods of data

collection were semi-structured interview, Focus Group Discussion, Questionnaire

and documents review. Furthermore, thematic analysis frame work was used to

analyse qualitative data while quantitative data were analysed through SPSS version

25. It was found that teachers had a positive perception about the effectiveness of

ISQA in their schools. The findings further revealed that ISQA encouraged and

increased the quantity of teaching documents. It was also revealed that ISQA was

ineffective in improving teaching approaches. The challenges found were the lack of

time to execute ISQA activities, teachers overload, lack of ISQA guidelines and lack

of knowledge and skills among the ISQA committee members in executing ISQA

activities. Furthermore, school differed the ways of implementing the ISQA.

Government and educational partners are recommended to invest in ISQA by

employing enough teachers, providing ISQA guides, and ISQA training for the

effective undertaking of ISQA activities in public primary schools.

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