Influence of Internal Quality Assurance Practices in Improving Teaching and Learning in Teachers' Colleges in Morogoro Region, Tanzania

Abstract

This study examined the Influence of Internal College Quality Assurance Team Practices (ICQATPs) in Improving Teaching and Learning in Teacher Colleges in Morogoro Region, Tanzania. Specifically, the study aimed to explore the Internal College Quality Assurance Team Practices (ICQATPs) employed for effective teaching and learning (T&L). The study was guided by Continuous Improvement Theory, proposed by Taiichi Ohno, W. Edward Deming, and Shigeo Shingo. The study employed a convergent design within a mixed research approach, utilizing a sample of 113 respondents comprising 3 principals, 9 ICQAT members, 95 tutors, and 6 student-teacher representatives. The data was collected using Questionnaires, interview guides, and document analysis guides. The reliability of data was established at 0.854 through Cronbach's Alpha for the quantitative tool. Qualitative data were analyzed by thematic analysis, and quantitative data by descriptive statistical analysis. The study revealed that the Internal College Quality Assurance Team (ICQAT) practices contributed significantly to effective T&L. The study also found that team major practices were advising college management team areas for indoor capacity building, evaluation of internal assessment, and teaching and learning quality. The study concluded that the Internal College Quality Assurance Team practices in teacher colleges in the Morogoro region have a significant Influence on effective T&L activities. The study recommended that the practices should be improved through training for ICQAT members and the provision of necessary guidelines for quality control. Furthermore, the Ministry of Education, Science, and Technology (MoEST) should set, implement, and monitor the implementation of different policies on the roles of Internal College Quality Assurance Team Practices (ICQATs).