From inspection to support: teachers’ perceptions on transforming quality assurance practices to enhance instructional improvement in primary schools

Purpose Although quality assurance in schools is vital, the school inspection model has become outdated due to its ineffective, fault-finding approach, paving the way for school quality assurance (SQA), which uses transformative approaches to instructional improvement. This study aims to explore teachers’ perceptions of SQA approaches and their contribution to instructional improvement in this transitional context. Design/methodology/approach This phenomenological study captures teachers’ lived experiences of the transition of quality assurance (QA) practices on instructional improvement. It purposively selected 11 experienced teachers with 10 or more years who consented to participate in in-depth interviews. It used thematic analysis of the data, and the presentation included respondents’ direct quotations to enhance trustworthiness. Findings Teachers have mixed perceptions regarding SQA approaches. Some viewed the approaches as supportive and constructive feedback for classroom instructional improvement. Others perceive it as lacking subject-specific feedback and as using policing approaches that create fear, thereby limiting its impact, reducing morale and undermining confidence. The study recommends that authorities fully adopt transformative approaches to enhance SQA, as reflected in the quality assurance requirements. Practical implications Findings imply that reviewing the SQA guidelines to emphasise technical and subject expertise among QA officers is inevitable. Again, SQA school visits are futile if they do not fully adopt supportive, collaborative approaches that enhance continuous improvement. Originality/value This empirical study uncovers the state of the art of SQA practices in schools and how teachers perceive them, contributing suggestions for appropriate interventions. The study helps education authorities reflect on the transition of quality assurance approaches in schools and evaluate their impact.