Quality Assurance Practices and Their Implications on the Teaching and Learning Experiences in Secondary Schools in Mbozi District, Tanzania

This study used a qualitative research approach to explore the implications of school quality assurance on the teaching and learning experiences in secondary schools in Tanzania. A total of 33 research participants were involved in data generation. Purposive and convenience sampling procedures were cordially applied to obtain the research participants. Focus group discussions, semi-structured interviews, and documentary reviews were used to generate pertinent data, while data analysis was done through content analysis. The research findings showed that school quality assurance helps in maintaining effective provision of educational serviceas the quality assurance officers oversee how teachers teach, behave, and conduct. It also makes teachers remain committed to their daily routines, hence contributing to effective teaching and learning. Besides, the results revealed that school quality assurance helped relevant authorities obtain concealed information about schools. The study recommends efficient quality assurance practices for effective teaching and learning in schools.