Managing Total Quality in Ugandan Teacher Education Institutions: Insights from Tutors and Administrators
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| Title: | Managing Total Quality in Ugandan Teacher Education Institutions: Insights from Tutors and Administrators |
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| Language: | English |
| Authors: | Gloria Lamaro, Acayo Agness, Komuhangi Bernadette, Lubangakende Job, Ochen Paul Pax, Opiyo Emmy Godfery, Victor Rwotomiya |
| Source: | African Educational Research Journal. 2026 14(1):79-86. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Educational Quality, Total Quality Management, Teacher Education Programs, Quality Assurance, Higher Education, Program Implementation, Educational Strategies, Program Effectiveness |
| Geographic Terms: | Uganda |
| ISSN: | 2354-2160 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502621 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2354-2160 |
