Authors : Ally Liuye

Volume/Issue : Volume 9 - 2024, Issue 10 - October

Google Scholar : https://tinyurl.com/2s3j9bsh

Scribd : https://tinyurl.com/4trpzjc9

DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT699

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Abstract : This study seeks to explore primary school teachers’ perceptions on quality assurance to feedback reports Shinyanga Municipality. A quantitative research approach was employed to conduct the research. The study’s target population included teachers from 10 government and 10 private primary schools. The sample size comprised 119 respondents. A simple random sampling techniques was used to select the 10 government, 10 private primary schools and 119 teachers from the 17 wards in Shinyanga Municipality. Data collection involved the use of questionnaires. The collected quantitative data were analyzed using descriptive statistics. The study found that while over half of teachers regularly use Quality Assurance feedback reports for instructional planning and alignment, a significant portion either rarely or never engage with them. Barriers such as access, training, or perceived relevance likely contribute to this inconsistency. Although nearly half of the teachers view the feedback as well-aligned with classroom needs. These findings suggest a need for better support and more tailored feedback to ensure its effective use across diverse teaching contexts.

Keywords : Primary School Teachers, Quality Assurance, and Feedback Reports.

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