This study examined teachers’ perceptions of quality assurance feedback reports in public secondary schools in Morogoro Municipality, Tanzania. Currently, in the educational setting, QA feedback reports are vital tools to ensure improvements in teaching practice, lesson planning, and student outcomes. The convergent parallel mixed-methods design, which collected data from 83 teachers, 10 school heads, and 10 internal QA staff through questionnaires and semi-structured interviews, classified the study as pragmatic. The study had a total sample size of 103. Sampling techniques combined simple random sampling for teachers and purposive sampling for school heads and QA personnel. Data analysis involved descriptive analysis of quantitative data using SPSS and thematic analysis for qualitative data. It was revealed that teachers do value QA feedback in professional development, classroom use, goal setting, and peer collaboration. Still, challenges such as inconsistent implementation of QA, limited administrative support, insufficiently disseminated reports, and insufficient resources impede the realisation of full utilisation of feedback. The conclusions drawn from this study are that QA feedback has considerable promise for the enhancement of the quality of teaching and learning, though its effectiveness does depend on supportive, systematic approaches, contextual relevance, and ongoing engagement of teachers. Recommendations include improving training, enabling collaborative practices, enhancing access to feedback, and ensuring administrative and resource backing.
Kayombo et al. (Thu,) studied this question.