Quality assurance practices: The perspectives of teachers and quality assurers in selected rural Tanzanian community secondary schools

This paper investigated Quality Assurers and teachers’ perspectives on quality assurance practices in rural community secondary schools in Wanging’ombe district of Njombe Region in southern Tanzania. It sought to determine the relevance of quality assurance (QA) and the role of QA in improving school teaching and learning practices and the challenges of QA in rural Tanzanian community secondary schools. Mixed approach and cross-sectional research design were used. Thematic and descriptive data analysis were employed. The study demonstrates that the focus of QA practices includes elements like time management, lesson plans, school infrastructure, examination setting, scheme of work, teachers’ records, and students’ academic reports. It identifies the lack of funds and transport facilities and the limited accessibility of some schools as key challenges, and it concludes that it is necessary to provide QAs with adequate resources to enable regular school visits.