The study assessed the contribution of District School Quality Assurance Officers (DSQAOs) feedback implementation in improving the teaching and learning environment in public primary schools of Kilimanjaro region, Tanzania. The study was guided by the Total Quality Management Theory by William Deming in the 1920s. The study employed a convergent research design under a mixed methods approach to collect and analyze quantitative and qualitative data sets. Probability and non-probability sampling techniques were used to draw the sample from a target population of 5,788 from which 95 head teachers (HTs) were sampled from 950, likewise 480 of 4831 primary schools’ teachers, 190 of 380 Internal Schools Quality Assurance Officers (ISQAOs), and 5 of 7 District Chief School Quality Assurance Officers (DCQAOs) making a sample size of 770 respondents. The study used questionnaires and interview guides for data collection. The validity of the questionnaires was determined by three research experts from Mwenge Catholic University (MWECAU). The reliability of quantitative instruments for Likert scale items was established through the Cronbach’s Alpha technique with 0.879, 0.941, and 0.889 coefficients for questionnaires for teachers, HTs, and ISQAOs, respectively. Using Statistical Package for Social Sciences (SPSS) version 26, the quantitative data were summarized through frequencies, percentages, and means and presented in tables. The qualitative data were thematically analyzed and presented through quotations and narration. The study found that feedback from District Schools Quality Assurance Officers has a great contribution to the teaching and learning environment in public primary schools. The study concludes that the implementation of district school quality assurance officers’ feedback contributes to the improvement of the quality of teaching and learning environments in public primary schools. The study recommends that the Ministry of Education Science and Technology should stress on mandatory implementation of DSQAOs’ feedback to improve the teaching and learning environment for the pupils.
Kirenga et al. (Tue,) studied this question.