Abstract: Infrastructure maintenance guidelines within the Tanzanian Education Policy remain an implementation challenge and an under-researched area despite playing a crucial role in the provision of quality education in Tanzania. Guided by the Resource-Based Theory, the study conceptualized school infrastructure as a strategic resource whose proper maintenance enhances educational outcomes. This study aimed to evaluate the perspectives of School Quality Assurers (SQAs) on the effectiveness of school infrastructure maintenance guidelines in public primary schools within Babati District, Manyara Region, Tanzania. A concurrent mixed-methods design was employed, involving 240 students, six headteachers, and two SQAs. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained via semi-structured interviews and document reviews. Findings revealed that, although government programs such as BOOST and EP4R improved infrastructure, significant gaps remain, especially in rural schools, where overcrowded classrooms, inadequate sanitation, and limited facilities are accessible to people with disabilities. The study also found that the implementation of maintenance guidelines is hampered by insufficient funding, weak enforcement, and limited community involvement. The study concludes that while infrastructure policies exist, systemic challenges undermine their effectiveness. Recommendations include increased equitable funding, strengthened monitoring, enhanced community engagement, and structured public-private partnerships to sustain infrastructure and hence improve education quality.

Abstract: This study aimed to explore headteachers’ perspectives on the implementation of school infrastructure maintenance guidelines in public primary schools within Babati District, Tanzania. Grounded in the Resource-Based Theory (RBT), which views school infrastructure as strategic resources essential for educational quality, the research examined how effective management of these resources impacts institutional performance. A mixed-methods design was employed, involving qualitative interviews with six headteachers and two School Quality Assurance Officers (SQAOs) and quantitative surveys administered to 240 students. Findings revealed persistent inadequacies in school infrastructure, including overcrowded classrooms, poor sanitation, and limited accessibility for learners with disabilities. Maintenance practices were largely reactive and constrained by insufficient and delayed funding, diminishing community participation due to misconceptions about the Free Education Policy, and a shortage of skilled artisans. Despite leveraging multi-source funding and participatory strategies such as the force account model, schools faced challenges in sustaining infrastructure quality and usability. The study concludes that while maintenance guidelines provide a valuable framework, systemic funding and capacity gaps hinder effective implementation, threatening both safety and learning outcomes. Recommendations include increasing and timely disbursement of capitation grants earmarked for maintenance, adopting preventive maintenance schedules, strengthening technical support through training of local artisans, and revitalizing community engagement via sensitization campaigns. Institutionalizing regular monitoring by the School Quality Assurance Department and promoting infrastructure accessibility through universal design principles are also advocated. Implementing these measures will enhance infrastructure sustainability and foster equitable access to quality education in Babati District.