Quality of education: a reflectivie search for meaning and criteria of quality and an assessment of their practical application in Tanzanian schools with a focus on Dar es salaam and Kigoma primary schools

The study intended to explore the complex nature of quality by searching for its meaning and criteria, and assessing their practical application in Dar es Salaam and Kigoma primary schools. The study was conducted in 20 primary schools, MOEVT headquarters and the TSD involving 104 respondents in total who were selected through stratified random and purposive sampling techniques. Data were collected through documentary review, observation checklist and interview schedule. Through theoretical findings, quality was mainly defined as 'the totality of features and characteristics of a product, a thing or a service that bears on its ability to satisfy given needs or established levels of attainment", while teacher quality was mainly defined as expertise in a subject and ability to understand the subject matter and relate it to students, ability to adopt teaching strategies that are responsive to different learners, to employ diverse instructional strategies, to establish proper assessment tools to measure student development, and to engage in continual curriculum evaluation and professional development. In the field, teacher quality was defined as being educated to an appropriate level and applying the knowledge for better performance and efficiency Common and basic teacher quality criteria identified are: teacher's pedagogical competence, academic competence and professional outlook and conduct. Conclusions drawn are: teacher quality definitions were based on academic competence; there are inconsistencies in the implementation of quality criteria and standards in place; and most of the primary school teachers in public schools do not have the required quality. The recommendations made are: teacher quality studies to broadly focus on academic competence, pedagogical practice and professional competence as a package; to re-define the current primary school recruitment standards; employers to remunerable primary school teachers appropriately; provide hardship allowances for teachers working in real areas and disadvantaged regions; and continuous professional development of teachers through various in-service programme.