Authors: Luhemeja Dome Ng’hoboko (The Open University of Tanzania) and Karoli John Mrema (The Open University of Tanzania)
Abstract: This paper set out to examine teachers’ perception on internal quality assurance in public primary schools and challenges inhibiting its effectiveness in Chato District, Tanzania. It used Case study design and involved the sample of 88 stakeholders. Interviews, focus group discussion and documentary were used to collect data. The findings reveal that teachers had a positive perception on their involvement in the establishment and introduction of Internal School Quality Assurance as a mechanism for provision of quality education. However, ISQA committee members were demotivated by factors such as lack of training, inadequate time to execute ISQA Programs, lack of cooperation from teachers and teachers overloaded. The study concludes that despite the challenges impeding the effectiveness of ISQA committee, the program is important in monitoring and supervising the provision of quality education. Based on the conclusions, the study recommends that the school administration should encourage mutual collaboration between teachers and ISQA committee members for effective results to be realized.