The Influence of School Quality Assurance Practices on Pupils’ Academic Performance in Public Primary Schools in Moshi Municipality, Tanzania

Abstract

This study examined the influence of School Quality Assurance (SQA) practices on pupils’ academic performance in public primary schools in Moshi Municipality. It focused on key quality assurance components, including inspections, teacher evaluations, and curriculum implementation checks. The study adopted ISO 9000 Theory as its theoretical framework, recognising it as a global standard for quality management and assurance practices. A mixed-methods approach with a convergent design was employed, involving a sample of 260 respondents. Teachers were randomly selected, while headteachers and School Quality Assurance Officers (SQAOs) were purposively sampled. Data collection involved questionnaires with closed-ended questions for teachers and in-depth interviews with headteachers and SQAOs. Quantitative data were analysed using descriptive statistics with IBM SPSS v20, while qualitative data were analysed thematically. Findings revealed that over 83% of teachers reported that SQA practices—particularly through formal reports—had a moderate to significant positive impact on pupils’ academic performance. This impact was attributed to improved curriculum implementation, qualified teaching staff, and the use of appropriate instructional materials. However, several challenges hindered effective SQA implementation. These included inadequate instructional resources, limited motivation among SQAOs, time constraints during inspections, and teachers’ reluctance to implement recommended changes. The study concludes that while SQA practices contribute meaningfully to academic improvement, their impact is undermined by infrequent visits and systemic limitations. It recommends the development of a digital monitoring system, increased investment in SQAOs' professional development, and enhanced resourcing to support more effective and timely quality assurance processes.