Examining School Quality Assurance Criteria for Enhancing Learning Achievements in Public Primary Schools in Arusha Region, Tanzania

This study examined School Quality Assurance (SQA) criteria for enhancing learning achievements in Public Primary Schools (PPSs) the Arusha region, Tanzania, adopting a concurrent research design under mixed methodology approach. Researchers used semi-structured interviews and closed open-ended questionnaires data collection from 226 respondents. Qualitative were analyzed using thematic approach, quantitative via descriptive ordinal regression statistics. The revealed that unawareness, poor understanding, inadequate utilization, infeasibility, inflexibility of SQA harmed achievements. lack familiarity stemmed insufficient training limited accessibility handbooks among Officers (SQAOs) teachers, resulting ineffective implementation during school assessments. infeasible inflexible nature failed to address unique challenges faced by each school. found significant positive relationship between awareness, effective feasibility, flexibility sharing criteria, alongside fair judgments SQAOs achievements, as their probability values less than .05. recommended in-service programs on equip SQAOs, headteachers, teachers with necessary skills knowledge effectively implementing assessments enhance