This study explored the challenges facing the implementation of school quality assurance (SQA) practices in public secondary schools in Bunda Town Council, Tanzania. A qualitative approach with a multiple case study design was employed to gain in-depth insights. Using purposive and convenience sampling techniques, a sample of 25 participants was selected, including one District School Quality Assurance Officer, five headteachers, and 19 teachers from five schools. Data were collected through interviews and focus group discussions. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability, while ethical considerations such as informed consent, confidentiality, and voluntary participation were observed. Findings revealed major challenges, including limited financial support, inadequate professional development, negative attitudes among educators, heavy workloads, and weak community involvement. These challenges hinder the effectiveness of SQA in improving teaching and learning. The study recommends that the government increase resource allocation, enhance capacity building, and strengthen collaboration to improve school quality assurance (SQA) practices.
Japhet et al. (Tue,) studied this question.