This study aims to critically analyse how school quality assurance (SQA) policy discourses reshaped teaching for effective learning in secondary schools in Tanzania.
The study used a qualitative design guided by social constructionism, which views reality as constructed through language and interaction. It explored how SQA policy discourses reshape teaching for holistic learner development in Tanzanian secondary schools. Data were collected from policy documents, particularly the SQA Handbook and face-to-face semi-structured interviews with heads of school, subject teachers and school quality assurance officers (SQAOs). Data were analysed using thematic analysis and critical discourse analysis. Trustworthiness was ensured through reflexivity, peer debriefing and triangulation. Ethical approval and informed consent were obtained.
The findings reveal that SQA policy constructs educational quality through interconnected discourses of competency development, foundational skills acquisition, inclusive and differentiated pedagogy, learner-centred teaching, collaboration, learner autonomy, holistic development and positive learning experiences. The policy represents a significant shift from traditional teacher-centred and content-transmission approaches towards learner-focused pedagogical practices where teachers are positioned as facilitators of learning and learners as active participants in knowledge construction. Interview findings confirm that SQA reforms have encouraged greater attention to learner participation, interactive teaching methods, differentiated instruction and competency development. However, the findings also reveal tensions between policy aspirations and classroom realities.
The study is limited by its reliance on policy documents and interview data from a relatively small number of teachers and SQAOs, which may restrict broader generalisation to all Tanzanian secondary schools. The qualitative design and discourse-focused analysis emphasise meanings and interpretations rather than measurable outcomes of policy implementation. In addition, the study captures perceptions at a particular time, limiting insights into long-term changes in teaching practices. Despite these limitations, the study offers important implications for understanding how SQA policy discourses shape pedagogical practices and highlights the need for further large-scale and longitudinal studies to examine implementation outcomes.
The findings provide practical guidance for policymakers, SQAOs, school leaders and teachers seeking to strengthen teaching quality and holistic learner development. The study demonstrates the need for quality assurance systems to move beyond compliance-oriented monitoring towards developmental approaches that emphasise mentoring, professional learning and constructive feedback. It also highlights the importance of strengthening teachers’ capacity in learner-centred, inclusive and competency-based pedagogies while addressing contextual challenges such as overcrowded classrooms and inadequate resources. These measures can enhance learners’ academic, social, emotional and lifelong learning competencies in Tanzanian secondary schools.
The study demonstrates that effective SQA reforms can contribute to broader social development by promoting inclusive, learner-centred and competency-based education. Teaching practices that foster critical thinking, collaboration, communication, confidence and problem-solving help prepare learners to participate responsibly in society and the labour market. By encouraging equitable learning opportunities and holistic learner development, the reforms support social inclusion, lifelong learning and active citizenship. Strengthening the implementation of SQA policies can therefore contribute to improving educational equity, developing human capital and advancing Tanzania’s broader social and economic development goals.
This study contributes original insights by applying critical discourse analysis, the theory of performativity and constructivist learning theory to critically analyse how SQA policy discourses reshape teaching practices towards holistic learner development in Tanzanian secondary schools. Unlike prior studies that focus mainly on policy implementation or inspection outcomes, this research reveals the underlying discursive constructions that define effective teaching across eight interrelated domains. By integrating perspectives from policy documents and practitioners, it offers a critical understanding of how standards-based, learner-centred and performative logics interact in shaping pedagogy. The study adds value to education reform literature in developing contexts by linking discourse, practice and holistic learning outcomes.
