Managing total quality in Ugandan teacher education institutions: Insights from tutors and administrators
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Date
2026-01-14
Journal Title
Journal ISSN
Volume Title
Publisher
African Educational Research Journal
Abstract
This study explored the implementation and management of Total Quality Management (TQM) in teacher education institutions in Uganda from the perspectives of tutors and administrators. Using a qualitative
research design, semi-structured interviews were conducted with key stakeholders to gain in-depth insights into the strategies, challenges, and perceived outcomes of TQM initiatives. Fifteen participants, including
head teachers, tutors, and PTC staff from five purposively selected institutions, were engaged. The study was grounded in an interpretivist philosophy, emphasizing participants’ subjective experiences and meaning
making processes. Findings revealed that, although awareness of TQM principles was generally high, implementation was often fragmented, monitoring was inconsistent, and learning outcomes varied across
institutions. Additional challenges included limited staff engagement in quality assurance processes and uneven application of professional development programs. This study contributed to the discourse on quality
assurance in higher education by offering context-specific recommendations for effective TQM adoption. Policy and practice implications included strengthening capacity-building programs, fostering collaborative
management practices, and institutionalizing systematic monitoring mechanisms.
Description
Keywords
Total quality management, teacher education institutions, quality assurance.
Citation
Lamaro, G., Agness, A., Bernadette, K., Job, L., Pax, O. P., Godfery, O. E., and Rwotomiya, V. (2025). Managing total quality in Ugandan teacher education institutions: Insights from tutors and administrators. African Educational Research Journal, 14(1), 79-86.