Quality Assurance and Professional Development in Teacher Training Colleges in Tanzania: A systematic Literature Review ( 2020-2025)
DOI:
https://doi.org/10.55627/ijss.005.02.01675Keywords:
Professional development; Quality assurance; Tanzania; Teacher education; Total Quality ManagementAbstract
This study presents a systematic review of literature on the intersection between professional development and quality assurance in teacher training colleges in Tanzania. The review responds to persistent concerns that despite policy reforms and institutional expansion, the quality of teacher education remains inconsistent, largely due to deficiencies in professional competence, institutional capacity, and systemic coherence. Guided by the theoretical perspectives of Total Quality Management (TQM) and Human Capital Theory (HCT), the review analyzed empirical and conceptual studies published between January 2020 and September 2025. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, studies were retrieved from Scopus, Web of Science, ERIC, and IEEE Xplore, yielding twenty-one articles that met the inclusion criteria. Data were appraised using the Critical Appraisal Skills Programme (CASP) checklist and analyzed thematically. Three dominant themes emerged: the professional preparation and competence of teacher educators, the institutionalization of quality assurance mechanisms, and the role of institutional support and continuous learning. In direct response to the research questions, the findings indicate that Tanzanian teacher training colleges implement quality assurance through formal but largely compliance-oriented mechanisms, which are poorly integrated with developmental goals. Furthermore, models of professional development that most effectively support quality enhancement are those embedded within institutional culture—such as peer learning, mentorship, and action research—rather than sporadic, externally driven workshops. The study concludes that fostering a sustainable quality culture requires an integrated approach in which professional learning and institutional accountability operate as interdependent processes, mutually reinforcing continuous improvement and educational excellence.
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