Stakeholder Perceptions of the Teaching–Learning and Assessment Quality in Ethiopian Public Universities

The quality of teaching, learning, and assessment processes is a critical determinant of higher education effectiveness and graduate competence. This study examined internal stakeholders’ perceptions of these processes in Ethiopian public higher education institutions (EHEIs), focusing on students, instructors, and university officials. Employing a descriptive cross-sectional survey design, data were collected from 1,518 participants across eight purposively and proportionally sampled universities. Structured questionnaires assessed teaching–learning and assessment practices using Likert-scale items. Descriptive statistics summarized perceptions, while independent samples t-tests and one-way ANOVA with post hoc analyses compared differences among stakeholder groups. Findings revealed generally positive perceptions of teaching–learning and assessment quality, with graduate students and officials/faculty members reporting more favorable views than undergraduate students. Statistically significant differences were observed between undergraduates and the other groups, whereas perceptions of graduate students and officials/faculty members were largely comparable. The results highlight perceptual gaps among stakeholders, suggesting the need for targeted quality improvement interventions, particularly in undergraduate programs, emphasizing student-centered pedagogy, diversified assessment practices, and enhanced faculty development. These findings contribute to understanding process-oriented quality in higher education and underscore the importance of incorporating multiple stakeholder perspectives in quality assurance initiatives.