Teachers’ Perceived Impact of Continuous Quality Assurance Practices on Standard of Public Primary Schools in Ilorin Metropolis, Kwara State, Nigeria

Abstract

This study examined teachers’ perceived impact of Continuous Quality Assurance (CQA) on the standard of public primary education in Ilorin Metropolis, Kwara State, against persistent concerns regarding the quality of school management, educational provision, and pupils’ learning outcomes in public primary schools. Despite the implementation of quality assurance mechanisms, questions persist regarding their effectiveness in improving educational standards. The study therefore examined teachers’ perceptions of the impact of Continuous Quality Assurance and determined whether such perceptions differ based on years of teaching experience and school location. A descriptive survey research design was adopted, with a target population of approximately 3,400 public primary school teachers across Ilorin East, Ilorin West, and Ilorin South Local Government Areas, from which a sample of 150 teachers was selected using stratified random sampling technique. Data were collected using a validated researcher-designed questionnaire with a reliability coefficient of 0.70. Descriptive statistics (mean and standard deviation) and Analysis of Variance (ANOVA) were used to analyse the data and test the hypotheses at the 0.05 level of significance. Findings revealed that teachers generally perceived Continuous Quality Assurance as having a positive impact on the standard of public primary education (average mean = 3.67). However, no significant differences were found based on years of teaching experience (F = 1.308, p = .274) and school location (F = 1.710, p = .184). The study concluded that Continuous Quality Assurance is perceived to contribute positively to pupils’ learning outcomes, educational provision, and school management. It was therefore recommended that efforts be intensified to strengthen the consistency of supervision, provide adequate support for continuous quality assurance officers, and ensure effective implementation of feedback to sustain improvements in educational standards.