The success of quality assurance in higher education depends on how well it is organised and the extent to which the stakeholders accept and own it. Indeed, how academicians perceive themselves, their profession, and others in the profession is reflected in their practice which in turn affects the quality of education being provided. Therefore, this paper is based on a study that investigated how expertise in various academic disciplines can be combined with expertise in the pedagogical disciplines to produce coherent training programmes that can be implemented successfully. To achieve its research objective, the study deployed mixed method research of interviews and questionnaire design to collect pertinent information from faculty members of Tanzania’s premier institution of higher learning, the University of Dar es Salaam. The research focused on assessing the dialectical relationship between the construction of teacher professional identity and quality assurance practices. The research findings suggest the need for more and systematic sensitisation of academic staff; sharing of a common understanding; use of professionals in curriculum, psychology and educational management; and systematic induction of newly-recruited staff