Authors: Rosemary Makiya (Open University of Tanzania), Cosmas Mnyanyi, PhD (Open University of Tanzania) and Coletha Ngirwa, PhD (Open University of Tanzania)
Abstract: This study investigated the School Quality Assurance (SQA) strategies in enhancing learning achievement among Public Primary Schools (PPSs) in Arusha Region, Tanzania, using a cross-section descriptive design. Interviews and questionnaires were used to collect data from 226 participants. Qualitative data was analyzed using a thematic approach and quantitative data through descriptive statistics, ordinal regression and Spearman’s rho correlation. The study revealed that visiting schools regularly, follow-up visits, releasing SQA feedback on time, friendly language, supporting professional development, visiting schools without prior information and involving teachers in SQA practices enhanced learning achievement. Poor transport facilities, shortages of SQAOs and inadequate SQA facilities limited the implementation. While insufficient fund caused SQAOs failure to visit every school in a year, delayed written reports made schools fail to implement SQA recommendations on time. The study recommended that the government of Tanzania should allocate required resources such as employing more qualified officers, adequate provision of funds and transport facilities to facilitate SQA practices. Furthermore, the government needs to support SQAD by continuously conducting short courses on lesson preparation and classroom management in order to support teachers in improving teaching skills. SQAOs need to handle teachers in a friendly manner that promotes trust, thus enhancing quality of their exercise.