Managing total quality in Ugandan teacher education institutions: Insights from tutors and administrators

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 meaningmaking 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.