Perception of Tutors on Internal Quality Assurance of Curriculum Implementation Standards in Teacher colleges in Morogoro Region, Tanzania

Abstract

This study investigated the tutors’ perceptions on internal quality assurance (IQA) roles for enhancing curriculum implementation standards in teacher colleges in the Morogoro region, Tanzania. The study employed Organizational Development Theory (ODT) as advocated by Kurt Lewin. The study adopted a pragmatic and convergent design under a mixed research approach. The sample size was 102 participants comprising 2 college principals, 9 Internal Quality Assurer and 91 tutors. Whereby, purposive, and stratified random sampling techniques were used to get the representatives. Questionnaires, interview and document analysis were employed to get the data. The data were analysed quantitatively using descriptive statistics and thematic analysis for qualitative data. A Cronbach Alpha of 0.779 for quantitative data, was found while, qualitative data thematic analysis was used. The findings revealed that tutors have positive perceptions on Internal Quality Assurance roles for enhancing curriculum implementation standards in colleges through: promoting professional development, monitoring and assessment of the teaching and learning process, and coordinating college self-assessment exercises. The study recommended that, Ministry of Education Science and Technology through permanent secretary and policy makers should continue to improve its policy to enhance the effectiveness of Internal Quality Assurance for enhancing curriculum implementation standards in colleges. Also, the study recommended that interested educational researchers to investigate this area further.