Internal Quality Assurance Framework Implementation in Ward Secondary Schools: Evidence from Morogoro Municipality, Tanzania
Emmanuel Mlekwangano *
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P .0. Box 1878, Morogoro, Tanzania.
Eugenia Wandela
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P .0. Box 1878, Morogoro, Tanzania.
Noah Mtana
Jordan University College, A Constituent College of St. Augustine University of Tanzania, P .0. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
Internal Quality Assurance (IQA) has become a vital mechanism for monitoring and improving the quality of teaching, learning and school management in secondary schools. The establishment of Internal Quality Assurance Teams provides schools with an opportunity to monitor their practices, identify areas that need improvement and thereby support continuous school improvement. However, the existence of an internal quality assurance framework does not guarantee its straightforward implementation. This study explored Internal Quality Assurers' perspectives on the implementation of the IQA framework in ward secondary schools in Morogoro Municipality, Tanzania. The study adopted a qualitative approach using a phenomenological research design. Total Quality Management (TQM) theory was adopted as the theoretical framework guiding the study. Data were generated from 25 purposively selected participants, comprising five heads of schools and 20 Internal Quality Assurers, through semi-structured interviews, focus group discussions and document reviews. The data were analysed thematically. The findings revealed that implementation of the IQA framework involved classroom observation, monitoring of teaching and learning processes, assessment of teaching and learning documents, and utilisation of feedback reports. These practices supported improvements in instructional practices, teacher accountability and continuous school improvement. Furthermore, the findings revealed that effective implementation of the IQA framework was impeded by overlapping responsibilities, excessive workloads, overcrowded classrooms and limited integration of information and communication technology (ICT) into IQA activities. These challenges reduced the time and attention available for quality assurance activities and made quality assurance responsibilities additional duties rather than an integrated part of everyday school improvement. The study recommends regular training, manageable workloads, motivation for IQAs and the use of information management systems for IQA activities.
Keywords: Internal quality assurance framework, internal quality assurers, implementation of internal quality assurance framework, quality assurance practices