Quality Assurance in Instruction: Experiences of Faculty and Students in Technology Teacher Education Programs

Abstract

Quality assurance in instruction is essential to ensuring quality teaching and meaningful learning experiences in technology teacher education. This qualitative study explored the experiences of faculty members and students regarding quality assurance practices in instruction in selected State Universities and Colleges in Northern Ilocandia. Specifically, it examined their experiences with instructional practices, assessment and feedback, monitoring, faculty development, and stakeholder participation; identified challenges encountered in implementing quality assurance; and determined practices perceived as effective in promoting quality teaching and learning. A qualitative phenomenological research design was employed. Faculty members and students were purposively selected based on their direct experiences with teaching, learning, and instructional quality assurance. Data were gathered through validated semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that quality assurance in instruction was experienced through the alignment of learning outcomes, learner-centered and practical teaching strategies, assessment and feedback, faculty development, and instructional monitoring. Participants also identified challenges involving limited instructional resources, faculty workload, time constraints, inconsistent use of feedback, and the perception of quality assurance as a compliance requirement. Despite these challenges, participants recognized quality assurance as an important mechanism for improving teaching and learning when evidence and feedback are effectively utilized. The study concludes that quality assurance in technology teacher education should be participatory, continuous, and improvement-oriented. Strengthening instructional alignment, faculty development, learning resources, feedback mechanisms, and faculty and student participation may contribute to sustained improvement in teaching and learning. The findings provide a basis for developing a Continuous Quality Improvement Framework for Instruction in Technology Teacher Education Programs.