In SCHOOL FACTORS AFFECTING QUALITY EDUCATION IN

AFDER ZONE SECONDARY SCHOOLS, SOMALI REGIONAL

STATE

MA THESIS

AHMED SULEYMAN

JANUARY, 2016

HARAMAYA UNIVERSITY, HARAMAYA

In SCHOOL FACTORS AFFECTING QUALITY EDUCATION IN
AFDER ZONE SECONDARY SCHOOLS, SOMALI REGIONAL
STATE

A Thesis Submitted to the Postgraduate Program Directorate

Collage of Education and Behavioral Sciences

(Department of Educational Planning and Management)

HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF ART IN EDUCATIONAL LEADERSHIP

By

Ahmed Suleyman

January, 2016

Haramaya University, Haramaya

 HARAMAYA UNIVERSITY
Postgraduate Program Directorate

We hereby certify that we have read and evaluated this Thesis titled ‘ In School Factors
Affecting Quality Education in Afder Zone Secondary Schools, Somali Regional State’
prepared under our guidance by Ahmed Suleyman. We recommended that it should be
submitted as fulfilling the MA thesis requirement.

Wakgari Tasisa (Assistant Professor) ________________ _________________

Major Advisor Signature Date

Augustine S.Sisay (PhD) ________________ _________________

Co-Advisor Signature Date

As members of the Board of Examiners of the M.A Thesis Open Defense Examination, we
certify that we have read and evaluated the thesis prepared by Ahmed Suleyman and examined
the candidate. We recommend that the thesis be accepted as fulfilling the Thesis requirement
for the degree of Master of Art in Educational Leadership.

_________________ __________________ ___________________

Chairperson Signature Date

_________________ __________________ ___________________

Internal Examiner Signature Date

_________________ __________________ ___________________

External Examiner Signature Date

Final approval and acceptance of the Thesis is contingent upon the submission of final copy to
the council of graduate studies (CGS) through the candidate’s department or school of
graduate committee (DGC or SGC).

ii
 DEDICATION

I dedicate this thesis manuscript to my family, for nursing me with affection and love as well
as for their dedicated company in the success of my life.

iii
 STATEMENT OF THE AUTHOR

By my signature below, I declare and affirm that this thesis is my own work. I have followed
all ethical and technical principle of scholarship in preparation, data collection, and data
analysis and on the compilation of the thesis. Any scholarly matter that is included in the
thesis has been given recognition through citation.

This thesis has been submitted in partial fulfillment of the requirements for M.A degree at
Haramaya University and is deposited at the University library to be made available to
borrowers under the rules of the Library. I solemnly declare that this thesis has not been
submitted to any other institution for award of any academic degree, diploma or certificate.

Brief quotations from this thesis are allowed without special permission, provided that
accurate acknowledgment of source is made. Request for permission for extended quotation
from or reproduction of this thesis manuscript in the whole or in part may be granted by the
head of the major department or the dean of the school of graduate studies when in his or her
judgment the proposed use of the material is in the interests of scholarship. In all other
instance, however, permission must be obtained from the author of the thesis.

Name: Ahmed Suleyman Signature __________________

Date of submission: January, 2016

School/Department: School of Graduate Studies/Educational Planning and Management

iv
 BIOGRAPHICAL SKETCH

The author was born on September 10, 1990 in Kunzila town, Bahir-Dar Zone Amhara
Regional State. He attends his primary education at Kunzila Primary school and his Secondary
and Preparatory Education at Merawi Secondary and Preparatory school. Then, he joined
Addis-Ababa University in 2008 and awarded a Bachelor’s Degree of Education in Geography
and Environmental Studies with minor History on June 26, 2010. Currently, he is working at
the position of director of El-kare secondary and preparatory school for five consecutive years
(2003-2007 E.C). In June 2012, he joined the school of graduate studies at Haramaya
University in order to pursue further studies.

v
 ACKNOWLEDGEMENTS

First and foremost, I would like to express my heart-felt thanks to my major advisor, Wakgari
Tasisa (Assistant Professor) for his unreserved, critical and constructive comments he has
given me for the overall accomplishment of this thesis and for excellent approach. Similarly,
my heartfelt appreciation goes to my co-advisor Augustine Sesay (PhD) for his
encouragement, guidance, critical comments and useful suggestions and for excellent
approach. For sure, this thesis would have not been a reality without their encouragement and
critical comment.

In addition, I would like to thank my father, Suleyman Hassen and my brother, Yusuf
Suleyman for their material and moral support starting from the initial to the completion of the
research work. My deepest gratitude also continued to Ministry of Education (MoE) for their
financial sponsorship on my study and the Department of Educational Planning and
Management of Haramaya University for providing me the relevant knowledge which is
related to my career and guiding on administrative procedures.

Finally, I would like to express my thanks for Afder Zone Sample Secondary School
Principals, Vice-Principals, Supervisors, Teachers and Students for their participation to give
necessary information through questionnaire, observation, interview and documents to finish
the study successfully.

vi
 ABBREVIATIONS AND ACRONYMS

CSA Central Statistical Agency

EFA Education for All
EMIS Educational Management Information System
EMPDA Educational Materials Production and Distribution Agency
ESDP Education Sector Development Program
GEQIP General Education Quality Improvement Program
IIEP International Institute for Educational Planning
OECD Organization for Economic Co-operation and Development
MoE Ministry of Education
NGO Non-Governmental Organizations
TGE Transitional Government of Ethiopia
TQM Total Quality Management
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations International Children’s Emergency Fund
WB World Bank
ZEB Zonal Education Bureau

vii
 TABLE OF CONTENTS

DEDICATION iii
STATEMENT OF THE AUTHOR iv
BIOGRAPHICAL SKETCH v
ACKNOWLEDGEMENTS vi
ABBREVIATIONS AND ACRONYMS vii
LIST OF TABLES xi
LIST OF FIGURES xii
ABSTRACT xiii
1. INTRODUCTION 1
1.1. Background of the Study 1
1.2. Statement of the Problem 3
1.3. Research Questions 4
1.4. Objectives of the Study 5
1.4.1. General Objective 5
1.4.2. Specific Objectives 5
1.5. Significance of the Study 5
1.6. Delimitation of the study 6
1.7. Limitation of the Study 6
1.8. Operational Definition of Key Terms 7
1.9. Organization of the Study 8
2. REVIEW OF RELATED LITERATURE 9
2.1. General concept of Quality 9
2.2. Measurement of Quality Education 10
2.3. Quality, Efficiency and Effectiveness 11
2.4. The Factors Affecting Quality Education 13
2.4.1. Students’ Capacity and Motivation to Learn 13
2.4.2. Teachers’ Knowledge, Skill, Experience and Motivation 14
2.4.3. Relevance and Development of the Curriculum 16
2.4.4. Quality of Infrastructure 17
2.4.5. Text Books 19
2.4.6. School Management 19
2.4.7. Instructional Time 21

viii
 2.4.8. Language of Instruction 22
2.5. Mechanisms to Minimize the Effects of In-School Factors on Quality Education in
General Secondary Schools. 24
2.5.1. Reducing the Number of Students in the Classroom 24
2.5.2. Provide Enough Teaching Materials 25
2.5.3. Improve Teachers Qualification 26
2.5.4. Improve the Content of the Curriculum 26
2.5.5. Improving the Shift System 27
3. RESEARCH DESIGN AND METHODOLOGY 28
3.1. Description of the Research Area 28
3.2. Research Design 28
3.3. Sources of Data 29
3.3.1. Primary Sources of Data 29
3.3.2. Secondary Sources of Data 29
3.4. Population, Sample Size and Sampling Techniques 29
3.5. Instruments for Data Collection 31
3.5.1. Questionnaire 31
3.5.2. Observation 31
3.5.3. Interview Guide 32
3.5.4. Documents 32
3.6. Procedures of Data Collection 32
3.7. Methods of Data Analysis 32
3.8. Ethical Considerations 33
4. RESULTS AND DISCUSSIONS 34
4.5. Characteristics of Respondents 35
4.6. The Factors Affecting Quality Education 37
4.6.3. Teachers Teaching Load 37
4.6.4. Background of Students 38
4.6.5. Difficulty and Relevance of the Curriculum 40
4.6.6. The Perception of Teachers and Students towards Learning-Teaching. 43
4.6.7. Teachers Qualification and Shortage of Qualified Teachers 45
4.6.8. The Language Used by Teachers While Teaching in the Classroom 46
4.6.9. Language of Instruction (English) 47
4.6.10. The Type of Shift System the School Operates 49
4.2.9. Textbook Provisions 54
4.2.10. Availability of School Facilities 56
4.2.11. Methods of Evaluation 58

ix
 4.2.12. Competence of School Principals 60
4.3. Ways to Improve Quality of Education 65
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 68
5.1. Summary 68
5.2. Conclusions 70
5.3. Recommendations 71
6. REFERENCES 75
7. APPENDECIES 81

x
 LIST OF TABLES

Table Page

1. Population, sample size and sampling techniques 30

2. Characteristics of respondents 35
3. Teachers teaching work loads 37
4. Comparisons of Examination Results 38
5. Views of respondents regarding the degree of difficulty and relevance of the curriculum. 40
6. Perception of teachers and students towards learning-teaching. 43
8. Qualification of teachers and the reasons which cause shortage of qualified teachers. 45
9. Responses of students regarding the language used by the teachers in teaching them. 46
10.Views of respondents regarding the language of instruction. 48
11. Responses regarding the type of shift , instructional materials and the number of student 49
12. Responses concerning Textbook provision 54
13. Availability of school facilities in the secondary schools. 56
14. Responses regarding Methods of Evaluation of students’ Activities 58
15. Responses concerning the competence of the School Principals and the presence of quality
education. 60
16. Suggested factors for the low-level of quality education. 62
17. Suggested ways to improve quality of Education. 65

xi
 LIST OF FIGURES
Figure Page

1 Significant factor behind quality education in secondary schools. 23

xii
 SCHOOL FACTORS AFFECTING QUALITY EDUCATION IN SECONDARY
SCHOOLS OF AFDER ZONE, SOMALI REGIONAL STATE OF ETHIOPIA.

Ahmed Suleyman Hassen

ABSTRACT

The purpose of this study was to identify the main in school factors affecting the quality of
education in secondary schools of Afder Zone. Descriptive survey design was employed to
carry-out the study which enabled the researcher to describe the present status of the problem
under study. The necessary data for the study was collected from 240 students (175 Males and
65 Females), 65 teachers (62 Males and 3 Females) and 10 secondary schools principals and
vice principals drawn from the five sample schools as well as five supervisors from the five
woredas selected through stratified random sampling for the students and available sampling
for teachers, school principals and supervisors. The instruments employed to collect data from
the respondents were questionnaire, interview, observation and documents. The quantitative
data gathered from the respondents was analyzed by using frequency, percentage, mean and
chi-square and the qualitative data was analyzed through narration. The findings of the study
revealed that, the dominant in-school factors that affect quality of secondary school education
in the Zone were Shortage of teaching materials, large number of students in a class and poor
in the language of instruction of students. The results of the study also shows that to improve
quality education Provide enough teaching materials, Change the shift system and minimize
the number of students are the ways to improve quality education. Based on the findings and
conclusions the following recommendations are made to alleviate the existing problems.
Accordingly, encouraging private investors to open private schools, encouraging community
involvement in supplying school facilities, improving method of teaching English at primary as
well as secondary schools, encouraging students to debate on some issues through English
language, encouraging private investors to publish textbooks so that books would be available
on sale for interested consumers, introduction of quality assurance mechanisms to the
secondary schools, and others which are assumed to solve the identified problems were
recommended.

xiii
 1. INTRODUCTION

This chapter deals with the conceptual background of the study, it emphasizes on the statement
of the problem, basic research questions to be answered, and objectives of the study,
delimitation of the study, limitation of the study, significant of the study, operational
definitions of key terms and organization of the study were included in this chapter.

1.1. Background of the Study

There is no universal definition of quality education. Education is considered as one of the key
factors that affect development. Each country’s policy defines quality of education according
to its own economic, political, social and cultural vision. Many educators, researchers and
politicians have tried to define this term and a number of different definitions can be found in
the literature. Quality of education is customarily defined and judged by student learning
achievements in terms of traditional curriculum and standards. Quality also related to the
relevance of what is taught and learned and how well it fits the present and future needs of the
particular learners in question given their particular circumstances and prospects (Adams,
1993).

Attention to the concept of quality education has come to the most noticeable issue as learners,
Parents and communities, educators, leaders and nations acknowledge that what is learned and
how learning occurs is as important as access to education. But, one difficulty is that while
most people understand intuitively what they mean by “quality of education”, “there may not
be a common understanding of the term. According to UNESCO (2003), the conventional
definition of quality education is linked directly to such critical components as teachers,
content, methodologies, curriculum, examination systems, policy, planning and management
and administration.

Successful quality education is a whole school process most often led by the head teacher and
classroom where inputs are transformed into learning. Without a competent teacher no
 2

curriculum can be implementing effectively. Thus, quality educational processes require well
trained teachers who are able to use learner centered teaching and learning methods.
Moreover, Chapman et, al. (1996) tells something about administrative system that supports
effective learning. This presupposes a system that is well managed with transparent processes
guided by the implementation of good policies and appropriate legislative framework. It also
requires sufficient resources, recognizing the full range that can be brought to bear in support
of education.

As a result of the expansion of the educational system, many challenging factors have emerged
throughout the work. The situation is worse especially in developing countries. The issue of
quality of education had been and is still a major concern in the Ethiopian education system.
Among other things, provision of quality education has been given more emphasis at all levels
by Ministry of Education. Ministry of Education indicates that throughout the education
system the increase enrolment would be complemented by improvements in quality-from
better trained and motivated teacher, more relevant curricula, more books, improved school
environment, and improved internal efficiency and examinations which will provide feedback
to schools to help improve classroom teaching (MoE,1999). In recent years, the MoE has
introduced a program called General Education Quality Improvement Package (GEQIP) which
is designed to improve the quality of education (MoE, 2004).

The objective of the program was to increase the achievements of students with respect to
measurable learning outcomes, primary completion rates and secondary entrance rates. The
school effectiveness approach is particularly suitable for GEQIP given the politically and
fiscally decentralized structure of the Ethiopian education system and in which quality
improvement will depend on the capacity of school leadership to work with teachers, parents
and students to diagnose constraints and implement changes to improve results. Many changes
are currently taking places in the educational institutions (UNESCO, 2006).

Although, the New Education and Training Policy is intended to improve the quality of
education (MoE, 2002), due to the above and other factors, the Ethiopian Education system is
facing a great problem. The level of quality of education is being the talk of parents, teachers,
employer agencies and the community in general.
 3

1.2. Statement of the Problem

Secondary education serves dual purpose. On one hand, it produces middle level work force
that is needed in different sectors of the economy. On the other hand, it serves as a basis for
higher learning, which enables the production of higher-level human power. The participation
of students has increased since the introduction of the new education policy of 1994. Although
quantitative progress has been made; the quality of education being offered is not to the level
desired (MoE, 2004).

In this era of globalization and technological revolution, education is considered as a first step
for every human activity. It plays a vital role in the development of human capital and is
linked with an individual’s well-being and opportunities for better living (Battle and Lewis,
2002). It ensures the acquisition of knowledge and skills that enable individuals to increase
their productivity and improve their life. This increase in productivity also leads towards new
sources of earning which enhances the economic growth of a country (Saxton, 2000).

According to Akhtar (2007), the school is the primary nursery where the seeds of future
generations are grown to give the mature trees with the minds and brain to design the
economic and social fabric of the country. Quality education is reflected by the development
and growth of any economy. However, poor quality education could be a poor investment.

Edwards (2002) stated that the common causes of poor quality in education include poor
curriculum design, unsuitable and poorly maintained buildings, poor working environment,
unsuitable system and procedures, lack of necessary resources and insufficient staff
development. In addition, the special causes of quality problems could include lack of
knowledge and skill on the part of members of the staff, lack of motivation, communication
failures and problems with particular pieces of equipment.

The total enrolment has increased at a faster rate than that of inputs such as teachers,
equipment’s, facilities and text books. This has resulted in further overcrowding of schools and
class rooms. According to Afder Zonal Education Bureau (ZEB, 2006) the average class-size
 4

for secondary schools is 70. Many related studies have been conducted on quality education in
Ethiopian context. Bekelu (2012) and Negussie (2014) are the recent once.

Bekelu (2012), examined the status of quality education in secondary schools in Debre-
Markos Town, and his findings indicated that the effort made to ensure quality education in
substantially hampered by implementers due to poor understanding of the GEQIP. Negussies
study (2014) was centered on school factors affecting the quality of education in relation to the
indicators of efficiency – drop-out and repetition at general secondary schools of North Shoa
Zone. His finding indicated that Socio-Cultural and Community related factors influence more
on quality of education.

Therefore, recognition of major in-school factors influencing the quality of education in the
selected school may be an important step in finding timely solutions for developing and
improving quality of education in the selected schools.

1.3. Research Questions

The purpose of this study is to identify the major in-school factors that influence the
educational qualities and to examine how they affect the quality of education in selected
secondary schools of Afder zone in Somali Regional state. In its attempt to investigate these
factors, the study attempted to answer the following basic questions.

1. What are the Major in-school factors that affect the quality of education in Afder Zone
Secondary Schools?
2. How do teachers and school principals view the relevance and appropriateness of the
curriculum for secondary schools?
3. To what extent does the level of competence and experience of school Principals affect
quality of secondary education?
4. What Strategies are helpful to manage the in-school factors affecting the quality of
education in secondary schools of Afder Zone?
 5

1.4. Objectives of the Study

1.4.1. General Objective

The major objective of this study was to identify and improve the major school factors
affecting the quality of education in secondary schools of Afder Zone, Somali Regional State.

1.4.2. Specific Objectives

This study aimed specifically on the following:

1. To identify the major in-school factors that affects the quality of education.
2. To assess the perception of teachers and school principals about the relevance and
appropriateness of the curriculum for secondary schools.
3. To examine the extent to which the level of competence and experience of school
principals affect quality of secondary education.
4. To suggest strategies which are helpful to manage the in-school factors affecting
the quality of education in secondary schools of Afder Zone.

1.5. Significance of the Study

This study will provide an insight to Afder zone education office about the in-school factors
affecting quality education in secondary schools and indicate the consequences of poor quality
education. Besides, it may help government secondary schools to design strategies for tackling
the problem. This study will help Afder Zone education office as a clue on measures to be
taken and strategies to manage the in school factors affecting quality education in the zone.
Briefly the finding of this study will help:

1. It will help policy makers, planners and implementers for decision making in improving
the quality of education.
2. It is intended to help educators in creating awareness to the problem in particular and the
public at large.
 6

3. It provide information for educational officials at Regional, Zonal and Woreda levels
on the factors of quality education and discover challenges working against the success
of quality education.

4. It is also hoped that it encourage others to do more and detailed research on the
problem.

1.6. Delimitation of the study

To make the study more manageable and feasible, out of ten(10) secondary schools in the
Zone, the study is delimited to five government secondary schools in Afder Zone selected
Woredas. These are Hargele, Chereti, El-kare, Bare and Emey secondary schools, Somali
regional State of Ethiopia. This study was focused on the school factors that affect the quality
of education in Afder zone secondary schools by taking school principals, vice principals,
supervisors, teachers and students.

Investigating factors affecting the quality of education is a very wide area of study. It is related
to many factors that include external factors such as political, cultural, economic, demographic
and global conditions and internal factors like students, teachers, curriculum, facilities, school
management, instructional time, and language of instruction and methodology of teaching
evaluation. However, it is very difficult to include all these factors that directly and indirectly
affect quality of education in this study. Therefore, this study was including only the internal
factors which influence quality of education in Afder Zone secondary schools.

1.7. Limitation of the Study

Although the research has accomplished its aims, there were some unavoidable limitations.
Due to the limit of time and finance, this study was conducted by focusing the school factors
that affect quality education in Afder Zone Secondary Schools. Besides, due to the
fragmented nature of the location of the sampled schools, getting transportation service as
deemed necessary was unthinkable. Last but not least, the unwillingness of some teachers for
conducting classroom observation was another area of challenge for the researcher.
 7

1.8. Operational Definition of Key Terms

Curriculum: refers to the lessons and academic contents taught in a school or in a specific
course or program.

Secondary School: school of two years duration that is from grade 9-10 which will enable the
students to identify their interests for further education, for specific training and for the world
of work.

Input: related to the resources that go into the school system.

School Factor: It is a cause that influences students’ performance within the school system
like students, teachers, curriculum, facilities, school management, and educational processes,
instructional time, and language of instruction and methodology of teaching evaluation.

Out of School Factor: It is a general determiner of students’ performance within and outside
the education system such as political, cultural, economic, demographic and global conditions.

Quality: is the level of excellence in performance which can be measured by establishing

acceptable criteria and standards of good performance.
 8

1.9. Organization of the Study

This research report has five chapters. Chapter one deals with the problem and its approach
that comprises background of the study, statement of the problem, objectives of the study,
significance of the study, delimitation of the study, limitation of the study and operational
definition of key terms as well as organization of the study. Chapter two presents review of
related literature. Chapter three concentrates on the research design and methodology. Chapter
four focuses on the presentation, analyses and interpretation of the data. Finally, chapter five
consists of summary of the main findings, conclusions and recommendations.
 9

2. REVIEW OF RELATED LITERATURE

The purpose of this study is to identify the main in-school factors affecting quality of
education in secondary schools of Afder Zone, Somali Regional State. This chapter therefore,
deals with the views of different scholars about quality education, in-school factors affecting
quality education and major strategies that helps to improve quality of education in secondary
education system.

2.1. General concept of Quality

Different writers have tried to explain quality. For example, Quality can be defined by means
of identifying longer-term aim, which helps to define medium term goals and lead to the
immediate short-term objectives. By closely specifying objective and striving to achieve them,
we find ourselves led towards the achievement of related goods and pursuit of the ultimate
aims (Hoy, Bayne-Jardine& Wood; 1999).

Quality is at the heart of education. It influences what students learn, how well they learn and
what benefits they draw from their education. The question to ensure that students achieve
decent learning outcomes and acquire values and skills that help them play a positive role in
their societies is an issue on the policy agenda of nearly every country (Barrette, 2006).

Therefore, education quality is a multi-dimensional concept and cannot be easily assessed by

only one indicator. In other words, different country and people may use different indicators to
assess education quality and different strategies to achieve education quality. For assessing
school education quality, different indicators or parameters may be developed to measure
performance of an education institution in different aspects of input, process and outcome
(Tenner& Detoro, 1992).
 10

2.2. Measurement of Quality Education

As stated earlier in education is difficult to define and measure (World Bank, 1995).
Regarding this, Tegegn Nuresu (1998) expressed that a discussion on the quality of education
usually focuses on level of pupils’ achievement in examinations, parents’ satisfaction of the
outcome of education, relevant skills, attitude and knowledge acquired for life after schooling
and the condition of learning environments. However, some of these are subjective and hence,
are difficult to measure. There are a number of indicators that contribute the quality of
educational provisions. These are: class- size, availability of facilities and qualification of
teachers. One indicators of the quality of school work is the rate and frequency with which
students complete an assignment; the performance, moreover, must conform to the
requirements of the task (Schlechty, 1990).

On the other hand, the quality of educational system or part of the system is often described
in- terms of inputs into the teaching process rather than in terms of student achievement,
basically inputs are easier and less costly to measure. Furthermore, these measurements focus
on formal rather than actual quality characteristics for example, a school can have highly
qualified but not necessarily motivated staff, where as another can be poorly equipped and yet
able to make good use of the few facilities it has. There are also some indicators which are
frequently used by the planners in developing countries as approximately means of measuring
quality, e.g. repetition, dropout, promotion and transition rates (Grisay and Mahlck, 1991).
Learning outcomes are typically being measured through standardized measurements of
student learning implemented at the end of the schooling grades. Most countries now have
some form of national standardized assessment given at the end of schooling cycle. In cases
where those do not exist, results of simple school leaving examinations can be used as proxies,
but the probable lack of comparability of the results. Finally, the participation in regional
assessments or even international assessments would also provide a country with some
measure of learning outcomes, and allow comparisons with other countries, providing some
objective benchmarking of the country’s performance (Gropello, 2003).
 11

It is ultimately, advisable to measure learning outcomes through both national anon national
exams (Gropello, 2003). Where such data like results in standardized achievement tests and
furthermore, the attainment of more complex-but not less vital educational objectives-are
rarely evaluated: individuals capable of working in cooperation with others to demonstrate
ability of inquiry and problem solving etc. can be used to measure quality of education(Ross
and Mahlck 1990). In general, according to Ross and Mahlck (1990), every society has certain
explicit or implicit measures or status indicators of educational quality such as educational
inputs, educational outputs and educational processes.

2.3. Quality, Efficiency and Effectiveness

The concept of good education varies with the stage of development of the school system and
of the teachers who serve it. The term ‘quality’ and achievement (i.e. Students’ examination
results or test performance) are sometimes used interchangeable by planners and
administrators when describing the evaluation of the educational system or when comparing
the situation of a school or group of schools (Grisay and Mahlck, 1991). In response to public
concern in the 1990s, those in positions of political responsibility for the quality of schools
implemented local, state and even national school reform initiatives. As a result of this
demand for evidence of school effectiveness, over the past few decades billions of dollars
were invested in USA in the production, administration, and the use of standardized tests
(Stiggins, 2002).

Most recently, state wide standard based assessments have become the latest approach to
outcome accountability. Standard based approaches are similar in some respects to minimum
competency testing, but different in others. For example, performance based assessments were
rarely used in minimum competency testing, many standards-based approaches, however,
include performance-based assessments that require pupils to produce or apply knowledge, not
just remember it (Airasian and Abrams, 2002). An effective school is then a school, which
gives a significant contribution to the students’ achievement independently of the students’
background and the community context (Gropello, 2003).
 12

In other words, it is the value added by the school to the students’ literacy, academic and
social skills through its teaching practices, general organization and management, etc. High
quality schools are sometimes defined by their results e.g., cognitive tests or examination
scores or by their material correlates (e.g. resources per students) (Lloyed, Tawilla and Clark,
2003). Quality education puts students at the center of process, student achievement must be
the school’s first priority since schools exist because of students, and this would seem self-
evident (UNICEF, 2000). Assessment of academic achievement outcomes has most often been
used in a summative rather than formative way. Testing information tends to be used primarily
as a screening device to decide who can continue to the next grade of level rather than as a tool
to help improve educational quality for individuals and systems (UNICEF, 2000).

Current state legislative policies across the United States aimed at strengthening educational
accountability through standards based practice, parent choice, and charter schools emphasize
policy makers ‘beliefs that schools may be evaluated in terms of their effectiveness in
educating their students (Heck, 2000), educational practitioners have often been reluctant to
rely solely on these types of indicators of educational quality (Salgank, 1994 in Heck 2000).
One important issue is that the use of student outcomes as an indicator of educational quality
raises concern about test fairness (Oakes, 1989 in Heck, 2000). For examinations (test) to
improve quality of education, quality of examinations themselves should be considered
carefully. As a solution to improve quality of examination, accreditation of institutions may be
useful. This is, on the one hand, the relationship between government and increasingly
autonomous institutions changing and, on the other hand, individuals are less and less likely to
start and complete a qualification of a single institution over a single period of time.

Accreditation mechanisms need to establish a new link between the assessments of individual
completeness and evaluation of institutional capacity and performance (World Bank,
2003).This is because accreditation and certification systems help learners move easily and
efficiently between different types and levels of learning. Several countries have developed
national qualifications frame works that assign qualifications from different institutions to a
set of levels, with each level linked to competence standards since the 1980s- Australia,
 13

England, New Zealand, Scotland were the earliest to do so (World Bank,2003). Other Asian
and African countries have announced plans to develop frame work.

To Control quality and maintain accountability many countries including Chile, Colombia,
France and the United Kingdom, have established national standards and assessments at the
primary and secondary education levels (Lethwood, Edge, and Jantzi, 1999 in world Bank,
2003). It is important to distinguish between selection tests for access to the next level of
education, which virtually all countries have, and tests at various stages of schooling certifying
learning and providing for accountability, which are less common (World Bank, 2003). In
relation to accountability one may ask as to who may be responsible if quality does not reach
an acceptable standard. Kellaghan and Greaney (2001), in an attempt to answer this question,
argue that government, educational planners, managers, teachers, students, teacher-training
institutions, parents, and even taxpayers are all accountable. In general, it is safe to say that
everyone should be held accountable for matters over which each has control. Finally, there
are alarming numbers of students who do not master certain desirable levels of reading,
writing and arithmetic as required for their grade level. Therefore, quality control can help
identify special and common causes (Mitra, 1998).

2.4. The Factors Affecting Quality Education

2.4.1. Students’ Capacity and Motivation to Learn

Students’ capacity and motivation to learn are determined by the quality of the home and
school environments, the students’ health and nutrition status and their prior learning
experiences, including the degree of parental stimulation. Family income influences school
outputs indirectly through the status and process variable. The principal source of children’s
capacity and motivation to learn is the family, through genetic endowment and the direct
provision of nutrients, healthcare, and stimulus (World Bank, 1995). School systems work
with the children who come into them. The quality of students’ lives before beginning formal
education greatly influences the kind of learners they can be. Many elements, therefore, go
 14

into making a quality learner, including health, early childhood experiences and home support
(UNICEF, 2000).

The capacity of secondary school students to learn depends on the quality of schooling at
primary level. Hence, the quality learning that schools procedure need to be considered. This
requires educational institutions to meet outcome criteria through standard setting. Bishop
(1996) expressed that in standard driven education system, schools would teach to standards,
students would study and work with standards in mind, achievement of the students of the
standards would be assesses in a fair and transport manner, and there would be positive
consequences for students and their teachers who do well on the assessment. These
performance standards would be set by the ministry of education and expressed in mandated
curricula and examinations in most countries.

2.4.2. Teachers’ Knowledge, Skill, Experience and Motivation

The more people know the more they can do. The better-educated staff the better able they
will be to undertake quality improvements (sallis, 1993). It is the quality of the teacher
influences the quality of teaching in the class rooms (Deer, 1996). Effective teaching is
determined by the individual teacher’s knowledge of the subject matter and master of
pedagogical skills, which create a strong positive effect on student achievement. For this
happen adequate preparation is required. This means that a teacher needs professional training
to be able to understand the needs of the students and to assist them expertly in a more
effective way. Teachers in secondary schools are responsible to bring a large number of
knowledge of their pupils. For this reason, they are required to take greater amount of
advanced work in one or more subject areas than do elementary school teachers. Regarding
this, Meyer and Gayle (1996) expressed that secondary school teachers must be well educated
and competent in their professional skills. This emphasizes the need for an adequate
preparation in the subject(s) to be taught by a secondary school teacher.

Teachers are fundamental to educational delivery and the quality of education will depend
largely on the quality of teaching and teacher effort (Carnoy, 1999). Similarly, OECD (1992)
 15

argued that improved educational quality has become a wide spread priority and in this the
role of teachers is pivotal and successful reform is realized by and through them. For teachers
to accomplish this responsibility, Carnoy (1999) has argued that if teachers are crucial
educational policy makers will need to get a much clearer picture of who their teachers are,
how they view their role in the system and the type of incentives, regulations, and training that
will increase their effort and improve their capacity to transmit knowledge to students.

Teachers’ subject knowledge, an intended outcome of pre-serve training, is strongly and

consistently related with student performance. The most effective strategy for ensuring that
teachers have adequate subject knowledge is to recruit suitably educated teachers whose
knowledge has been assessed; Well-designed, continuous in-service training is a second
strategy for improving teachers’ subject knowledge and related to pedagogical practices
(World Bank, 1995). The highest quality teachers, those most capable of helping their students
learn, have deep mastery of both their subject and pedagogy. Once the teachers’ qualification
is fit to the standard i.e. knowledge and well skilled with sufficient experience, their working
conditions which include remuneration, professional development, availability of learning
materials, effective and democratic leadership(quality of administrative support and
leadership), free from stress, etc. affect their ability to provide quality education and therefore
be considered.

Regarding this ILO and UNESCO (1994) argues that major emphasis on teachers’ working
conditions, salary, and their decision-making role in educational change at the national and
local level is central to improving educational quality. This indicates that teachers need
incentives, which is one form of motivation. Motivation is a critical determinant of
performance (Lunenburg and Ornstein, 1991). Similarly, Noah and Morrison (1997) state that
de motivation was found to be the cause for poor quality teaching. This implies that better
motivated teachers provide better methodology of teaching and guidance service. Hence, to
help teachers’ expert effort in a manner appropriate to their specific jobs, motivation is
necessary. If motivated, a teacher might show greater effort by developing various types of
media and other supplementary materials to accompany the text used for a course. Therefore,
emphasis is necessary to enhance motivation of teachers for school improvement whereby
 16

teachers play an active role in the operation of the school. Accordingly, the motivation of
teachers lies at the heart of change for the better and sustaining motivation deserves greater
attention. In general, good performance requires having adequate and well qualified teachers
who are motivated to work hard.

2.4.3. Relevance and Development of the Curriculum

The curriculum defines the subjects to be taught and finishes general guidance regarding the
frequency and duration of instruction. Curricula and syllabi should be closely linked to
performance standards and measure of outcome (World Bank, 1995). National goals for
education, and outcome statements that translate those goals into measurable objectives should
provide the starting point for the development and implementation of curriculum (UNICEF,
2000). Curriculum should emphasize problem solving that stress skill development as well as
knowledge acquisition. Curriculum should also provide for individual differences, and focus
on results or standards and targets for student learning. In addition, curriculum structure
should be gender-sensitive and inclusive of students with diverse abilities and backgrounds,
and responsive to emerging issues such as conflict resolution (UNICEF 2000). The problem is
that curriculum changes are made without assurance that teaching materials to implement the
changes are available.

Preparation and development of a curriculum should be considered in light of what has been
done to include the interests, needs and educational background of the students and their level
of achievement. The content of the curriculum should be appropriate and proportionate to the
knowledge level of the learners, if the desired quality of education is to be attained effectively.
In relation to relevance, appropriateness and level of content the Ethiopian secondary school
curriculum has some problems. Regarding this, Marew (1998) has pointed out that, one of the
major problems of the Ethiopian education system is related with appropriateness and
relevance of the curriculum. That is, subject difficulty and unnecessary burdensome number of
subjects is the major problem. Additionally, irrelevance of the curriculum is the most critical
problem in the education system of this country. Therefore, the problems related with what is
stated above affect the quality of secondary school education.
 17

2.4.4. Quality of Infrastructure

Physical learning environments or the places, in which formal learning occur range from
relatively modern and well-equipped building to open air-gathering places (UNICEF, 2000).
Therefore, infrastructure included classrooms, study rooms, offices, toilet rooms, water and
electricity service, etc. According to ministry of Education (MoE, 2002), school facilities
include water, latrines, clinic, library, pedagogical center and laboratories. These materials are
required to be proportional to the number of teachers and students in the school. In developed
countries where choice is the norm, parents visit schools to look at availability and condition
of facilities before making decision on where they enroll their children. Even in developing
countries like Ethiopia, the Ministry of Education believes that school facilities have impact
on the access, quality and equity.

The school facilities are tools to attract students in general and girls in particular. The facilities
play an important role in attraction students to a given school facilities also ensure that
students learn in state environment. The minimum standard facilities each school should have
separate latrine facilities for boys and girls, adequate water supply for washing and drinking,
counseling services for personal education related problems, adequate library and laboratory
facilities appropriate to the level of education and sufficient Playground (MoE, 1994).
In addition to this, Joshua (2012) explain that, the quality of the school buildings and furniture
will determine how long such will last while comfortable classrooms and adequate provision
of instructional resources facilitate teachers’ instructional task performance and students’
learning outcomes.

Library is one of the school facilities, which is useful for education to be carried out properly.
A school library serves a school’s needs in that it is the working tool of education. In it are
stored information, ideas and opinions that will provide the basis for learning by pupils.
Furthermore, it is described as the center of the school’s intellectual life it is described as the
center of the school’s teaching program’s lively and effective teaching program in a school
depends on a well-organized library. According to Rossoff (1992), an academic library is the
heart of the school anatomy and the library in high school teaching reaffirms the fundamental
role of the classroom instruction. Since the role of school is essentially curriculum enrichment,
it follows that it is intensely concerned with course of study content. Hence the essential
 18

purpose of the school library is to help students find the media of information, which they
need to carry out classroom assignments and to satisfy their own personal interests. To achieve
this purpose, a secondary school library will need first of all an adequate, up-to-date and
comprehensive stock; need to have enough space to accommodate students and finally need to
have trained personnel to promote effective library service.

Laboratory is also one of the schools facilities, which is useful especially for science
teaching. To acquire scientific knowledge systematically in depth, the most important means is
the teaching of science that should give an increased emphasis in enhancing student
involvement in scientific investigation through laboratory work and field study. The emphasis
arises from the view that science cannot effectively learnt from books and lectures alone and
neither can it be taught by simply telling students about science. In order to learn science one
must do it. That is, a student has to be involved in a real scientific investigation. Real scientific
investigation does purposes. On one hand, it gives the student knowledge of the subjects and
on the other; it provides the learner some understanding of scientific process (Mekuanent,
1992). Therefore, if science students are to progress, secondary schools should be supported
by laboratory which contain adequate facilities and materials. Although the in availability of
any one of the school facilities affect quality of education, it is hardly possible to image
teaching-learning process to be carried out in the absence of classroom.

Therefore, one of the variables to which a great deal of attention has been devoted, is class-
size. A class-size is a group of pupils who follow one class of a teacher at the same time,
normally one section makes a class. Class-size is useful in organizing teaching-learning
process, assessing utilization and in assessing quality indirectly (Tegegn Nuresu, 1998). Many
countries significantly expanded access to primary education during the 1990s, but the
building of new school has often not kept pace with the increase in the student population
(UNICEF, 2000). In this case, schools have often had to expand class sizes to accommodate
large number of students. Now, these poorly taught students go to secondary education, which
would result in poor achievement. Citron and Gayle (1991) suggest that for students to get the
education, low student-teacher ratio is required that could require hiring more staff. Then they
argued that academic performance rise quickly, and dropout rates fall. Pupil-teacher ratio is
 19

believed that the less the number of pupils per teacher, the higher the degree of contact
between pupil and teacher. Lower number of pupils per teacher, is considered a positive
indicator of quality education (Tagegn Nuresu, 1998).

2.4.5. Text Books

After black boards and chalk, text books are the most common and most significant
instructional materials in most countries. Almost all studies of textbooks in low-and middle-
income countries show that the books have a positive impact on student achievement Fuller
and Clarke 1994 cited in World Bank (1995).

Research findings suggest that a shortage of textbooks constraints the level of achievement.
This is especially true for children of low socio-economic strata since their family cannot
afford books to buy. Therefore ensuring that each student has the right textbooks and
workbooks for the approved curriculum could be an important factor in reducing learning
problems. Textbooks facilitate not only the teacher’s actual teaching work by reducing the
amount of time that has to be spent dictating or waiting while the students copy from the
blackboard, but it is also enables the children to work at their own pace, at home as well as in
class (Schiefelbein, 1990). It is already stated that textbooks are one of the most important
instructional materials to enhance effective learning. In light of this, Lockheed et. al. (1991),
have asserted that, textbooks are the single most important instructional materials, because
they deliver the curriculum. As a result, textbooks are central to schools at all levels.

2.4.6. School Management

The school leadership and management have a key role for improving the quality of education.
Without the meaningful practices and activities of the leadership and management of the
school the quality of education is unthinkable (MoE, 2006). According to MoE (2005), the
school principals have the following responsibilities in implementing quality education. These
are; decide the appropriate duration and timing of the course, decide on the formation of
 20

groups and which teachers will be participants, select appropriate facilitator for the group and
gives orientation about the course, contacts a nearby school to act as partner school (to share
experience), and give orientation on the course to the participants, who are then able to begin
the course.

According to Adesine (1990), management in general can be defined as the organization and
mobilization of all human and material resources in any system for effective achievement of
the limited objectives of the system. In any organization including the school system, effective
management is considered to be a prerequisite for successful accomplishment of the
organizational objectives. In the school system, the management (principal or head teacher) is
a key person to organize and mobilize the schools ‘human and material resources for the
successful realization of the educational objectives, so as to bring about quality of education.
This means that leadership is a crucial factor in school effectiveness and the key to
organizational success and improvement. To carry out this responsibility, principals should be
well qualified and experienced in related area. A good principal has multiplies effects on
his/her teaching staff (Schiefelbein, 1990).

Those school characteristics important for achievement center on school’s leadership. It is

clear that excellence is the most appropriate goal for a progressive democratic society and its
schools. It is to the general benefit of society that schools continually strive for excellence.
When schools become places of excellence they bring about development of excellent
students. Excellent students must have excellent teachers and administrators and therefore
reforms are needed in teacher administrator education (Nelson, Galson and Palonsky, 1993). If
teachers and school administrators are to behave as leaders rather that managers and
technicians then school systems must invent leadership development systems (Schlechty,
1990). This is to mean that make of the principal must continue beyond completion of a
preparation program through placement as a school leader and support during novice years
(Browne-Ferrigno, 2003).

As more emphasis is placed on effective schools, the role of school administrators will become
even more critical (Smith, 1990). Principals are responsible for all activities that occur within
 21

their building, principals are expected to perform many varied role in today’s schools,
including manager, instructional leader, disciplinarian, human relations facilitators, evaluator,
and conflict manager(Gorton,1983 cited in Smith 1990). Similarly, in the United States,
effective principals are well informed and perform well many technical roles related to
supervision, instruction, learning, and evaluation (Lunenburg and Ornstein, 1991). With all
these different areas to manage, principals need to be well skilled in management. To carry out
these task individuals engaged in leadership need training opportunities to develop
administrative skills through active learning activities (Browne-Ferrigno, 2003).

2.4.7. Instructional Time

Time for collaboration is needed for the teachers to assess their work as well as to develop
habits of reflection about practice (Little, 1993). Here it can be suggest that time allowances
and schedule alignment should be made for the teachers so as to provide them with the
opportunity to engage themselves for improving quality education. Teachers need adequate
time in order to improve activities in the school. In other words, the school working condition
and the amount of teachers’ workload have significance influence on teachers in school
activities. In their research study involving analysis of the relationship between different
features of quality education to teachers outcomes (content focus, active learning, and
coherence), Garet et al. (2001) found that time span and contact hours had a substantial
influence on opportunities for active learning and coherence. Example of the former includes
classroom observation, review of students work, and giving presentations and demonstrations.
Examples of the latter include connections to teachers’ goals and experiences, alignment with
standards and professional communication with other teachers. They postulated that education
is likely to be of higher quality if it is both sustained overtime and involves a substantial
number of hours. School organizational structures must, therefore, provide for sustained
period of time and contact hours for teachers to learn in order to make quality education efforts
effective.

The opportunity to learn and the time on task have been shown in many international studied
to be critical for educational quality (UNICEF, 2000). The amount of actual time for learning
 22

is consistently related to achievement. More time spend on wider coverage of the curriculum
results in increased learning (World Bank, 1995). This means that longer school time is
directly related to student achievement. The first strategy for increasing the amount of
instructional time is to increase the length of the official school year, if it falls significantly
below the norm. The second strategy for increasing learning time is to assign homework, an
approach that has been effective in OECD countries (World Bank, 1995).

2.4.8. Language of Instruction

Most of the time, the language of instruction is the concern of all teachers. Not simply because
it is through the language of instruction that, the content of the subject is delivered to students,
but also, because it is through linguistic interaction that, the students acquire the desired
intellectual abilities which makes the constructive activity possible (Marew, 1998). Regarding
the usefulness of effective communication in teaching-learning process, Kuper, (1998) cited in
Dereje (1998) has asserted that:

“In general, one of the areas ensures curriculum relevance is the immediacy of
events, ideas and phenomena that are communicated to the leaner through the
language she/he can understand instructional process are by and large the
acquisition when classroom instruction is facilitated. The must be the relative
end of curriculum under taking, since many educators argue that, low
achievement is due not to lack of student intelligence, to communication
problems.”

The above idea reveals that, the language of instruction is a key factor either to facilitate or
hinder the quality of education. That is, there should be effective communication between the
students and the teacher in order to enhance the teaching-learning activity and effective
communication between the two is determined by the language ability of the learners as well
as the teachers. In line with this, Wakitavi and vender (1997) have indicated that, in Kenya, as
in other developing countries, teachers have limited proficiency in English and they find it
difficult to help students with their academic problems. This is because of the fact that, for
 23

most of the Kenyan students, English is usually their third language. Therefore, they face the
challenge of maintaining facility among the three languages. The problem of proficiency in the
language of instruction (English) at secondary school level is not only the concern of students,
but it seems the problem of teachers too. According to Wakitavi and Vender (1997), some
teachers are not proficient enough in the English language and one wonders how they can help
students who struggle to learn.

Students’
capacity and
Teachers’ motivation to
knowledge and learn
experience Language of
Instruction

School factors
Curriculum School
Management
School
facilities/Materi
als

Source: The Ministry of Education (2002).

Figure 1 Significant factor behind quality education in secondary schools.

 24

2.5. Mechanisms to Minimize the Effects of In-School Factors on Quality

Education in General Secondary Schools.

It has become crucial to seek alternatives so as to move the effectiveness of general secondary
schools to the maximum standard so that students could be helped to achieve their goals. In
every school students wish to reach at a higher level of academic achievements and schools
also have strong desires for all students to succeed. Now a day, the country has reached a
considerable level of development in terms of access. Hence, it is time to focus on quality
attributes. In this regard, (MoE, 2008) is evident that for Ethiopian education the only most
important focus has to be quality of education. On the other hand, in most of general
secondary schools, the issue of quality education is considered as the responsibility of the
government only. However, in reality it is the whole the school community concern, which
requires the involvement of all the available human resources.

2.5.1. Reducing the Number of Students in the Classroom

Class size is a subject of considerable debate among educators, psychologists and

philosophers. The issue at stake is whether or not class size is not quality determination.
Theoretically, an optimal class size is a size that allow for sufficient interaction between
teacher and students through question/answer session, group activities and student assignment.
According to Nardos (cited in Naser Ousman, 2009), class size should allow the teacher to
observe pedagogical principles such as knowing one students by name and attending to the
particular needs of each student.

In the same way Befekadu et al. (cited in Naser Ousman, 2009) broadly speaking the
traditionalists argue that if the class-size is too large, the teacher could not perform any of
these activities effective or could not perform them at all. Therefore, the quality of education
will be low. Innovative techniques could be introduced to help students take a charge of the
learning process. Examples of innovative techniques are peer evaluation, group work and
computer assisted instruction. According to this view, the negative effects of large class size
can be partially compensated using these new techniques. In the absence of this technique,
however, quality will suffer from large class size. Befekadu (cited in Adams, 1993) pointed
 25

out that, in developed countries like UK 25-30 students per class is considered a reasonable
size for an effective teaching learning process. But, such small sizes have considerable
implications, more teachers and more class rooms.

Developing countries such as Ethiopia cannot afford such class sizes. The author explain that,
some Ethiopia high schools particularly; in grade nine the number of student in each class has
passed the 100 in some Ethiopia urban schools. In the upper grades 65 students per section is
regarded as a good number because it is the lowest number we can find in some schools. Even
with this number, for instance, it is not possible to take students to the laboratory to do
experiments practical learning in which students actively participate cannot be conducted.
However, In Ethiopia the standard set student-section in secondary school is 40 students per
section (MoE, 2010).

2.5.2. Provide Enough Teaching Materials

The quality of learning materials available within an educational institution has positive
relationship with the quality of teaching and learning activities which in turn leads to the
attainment of goals set (Ayini, 2012). In Latin America, a study that included 50,000 students
in grades three and four found that children whose schools lacked classroom materials and had
an inadequate library were significantly more likely to show lower test scores and higher grade
repetition than those whose schools were well equipped (Willms, 2000). School material
inputs such as class size, instructional materials (text books and reading materials), school
buildings (library & laboratory) are considered as influencing elements in determining
students’ achievement. Instructional materials such as text-books and reference books are
thought to be essential inputs in influencing students’ academic achievement.

According to fentaw (2009), supply schools with adequate resource materials and facilities
such as laboratory, library, text books, references, comfortable toilet rooms separate for male
and female, teaching aids, stationary materials and also an acceptable level of financial
allocation from the government in order to enable implementers.
 26

2.5.3. Improve Teachers Qualification

The most important factor affecting the quality of education is the quality of the individual
teacher in the classroom. Hervey (cited in Girma Motti, 2010) stated that, there is clear
evidence that a teacher’s ability and effectiveness are the most influential determinants of
student’s achievement. How teachers are prepared for teaching is a critical indicator of
education quality. Teacher quality depends not only on observable and stable indicators but
also on the quality of training they receive. It also depends on the behavior and the nature of
the relationship teachers maintain with their pupils or students. The potential of teachers
indicators deal with such aspects as: academic qualification, pedagogical training, years of
service/experience, ability or aptitude and content knowledge effective teaching practices, an
understanding of technology and the ability to work collaboratively with other teachers,
members of the community and parents (Lue, 2005).

2.5.4. Improve the Content of the Curriculum

Content of education quality refers to the intended and taught curriculum of schools and
national goals for education and outcome statements that translate those goals into measurable
objectives should provide the starting point for the development and implementation of
curriculum. The specific content of school curriculum, however, depends on local and national
values. In the main subject areas of Ethiopia secondary schools, which are include language,
math, science and social studies. As Benavot and Karmens (cited in UNICEF, 2000) explain,
local level interests may also have an impact on and contribute to the quality of educational
content. In all countries, however, quality content should include several pivotal areas. These
include literacy, numeracy, life skills and peace education as well as science and social
studies.

In all content areas curriculum should be based on clearly defined learning outcomes and
these outcomes should be grade-level appropriate and properly sequenced. Curriculum should
also provide for individual differences, closely coordinate and selectively integrate subject
matter and focus on results or standards and targets for student learning. In addition,
curriculum structure should be inclusive of students with diverse abilities and backgrounds,
 27

and responsive to emerging issues such as conflict resolution (UNICEF, 2000). The problem is
that curriculum changes are made without assurance that teaching materials to implement the
changes are available. Preparation and development of a curriculum should be considered in
light of what has been done to include the interests, needs and educational background of the
students and their level of achievement. The content of the curriculum should be appropriate
and proportionate to the knowledge level of the learners (UNICEF, 2000).

2.5.5. Improving the Shift System

Learning can occur anywhere but the positive learning outcomes generally sought by
educational systems happen in quality learning environments. Learning environments are
made up of physical, psychosocial and service delivery. Ayini, (2012) point out that, the
school should be located where it is accessible and far from disturbance of markets, highways,
airports and industries and free from filth and pollution. The environment of the school should
stimulate, motivate and reinforce students’ attendance in school. Comfortable classroom
temperature and low noise level have positive influence on teachers’ effectiveness and
students’ academic performance.
 28

3. RESEARCH DESIGN AND METHODOLOGY

This section includes description of the research area, research design, type of data sources,
sample size and sampling techniques, instruments for data collection, procedures of the study
and method of data analysis and ethical considerations.

3.1. Description of the Research Area

This study was conducted in Afder zone. Afder is one of the nine zones of the Somali
Regional State of Ethiopia. Afdheer is bordered on the South-West by the Genale Dorza River
which separates it from Liben, on the West by the Oromia Region, on the North by Fiq zone,
on the east by Godey and on the South by the professional Administrative line with Somalia.

The administrative center of Afder is Hargele. Based on the 2007 census conducted by the
central statistical Agency of Ethiopia (CSA), this zone has a total population of 570,629, of
whom 325,764 are men and 244,865 women while 45,763 of 8.02% are urban inhabitants, a
further 316,032 or 55.38% were pastoralists. The larger ethnic group reported in Afdheer was
Somalia (91.83%), all other ethnic groups made up 8.17% of the population. Somali language
is spoken as a first language by 85.21% of the population. Concerning education in the zone,
3.43% of the populations were considered literate, 0.57% of children aged 7-12 were in
Primary school, while a negligible number of the children age 13-14 were in junior secondary
school.

3.2. Research Design

Research design is the plan of action that links the philosophical assumptions to specific
methods Creswell and Plano lark (2007). This study attempted to obtain information to
examine and describe quality of secondary school education. Hence it was a descriptive survey
design with the belief that this design is suitable to obtain sufficient information on the issue
under study from a relatively large number of cases at a particular time. The strategy was the
concurrent triangulation strategy which uses both quantitative and qualitative methods of data
 29

collection concurrently in order to best understand the phenomenon of interest (Creswell,

2003).

3.3. Sources of Data

Both Primary and Source Secondary data were collected for the study from their respective
sources.

3.3.1. Primary Sources of Data

The primary data was obtained from school principals, vice principals, supervisors, teachers
and students of the respective secondary schools.

3.3.2. Secondary Sources of Data

Secondary data were collected from books, Journals, relevant documents prepared by ministry
of education and zonal Education Bureau yearly reports (2006 E.C) and related documents
from sample secondary schools.

3.4. Population, Sample Size and Sampling Techniques

There are ten (10) woredas in Afder Zone of Somali Regional States of Ethiopia. From these,
five of them (50%); namely- Chareti, Hargele, Barey, Emey and El-kare were selected by
using purposive sampling technique. The reason for using purposive sampling technique is
that in determining the sample was to avoid the probable focus in a certain geographic areas so
that the conditions in different areas were reflected and the study becomes representative.
Prior consultation with zonal Education Bureau was made to classify these woredas. There are
ten (10) secondary schools in this zone. Accordingly, the following schools were included in
the sample. These are:- Hargele Secondary School, Chereti Secondary school, El-kare
Secondary School, Barey Secondary School and Emey Secondary School. The researcher
used available sampling and stratified random sampling for teachers and students respectively.
Students are classified based on classes (sections). Interview participants was also be selected
 30

purposively in order to identify particular types of cases for in-depth investigations. The
following table helps to visualize the sample and sampling techniques briefly.

Regarding the respondents, school principals, vice-principals and teachers were included in the
sample by using available sampling technique since they are few in number. As it is
mentioned, the population and the respondents of the study in the above table, available
sampling technique was used to school principals, vice principals, teachers and supervisors.
For students the researcher used Stratified random sampling technique. The total populations
of teachers are 65 and students are 720, out of these the researcher selected 65 (100%) of
teachers and 240 (33%) students respectively.

Table 1. Population, Sample Size and Sampling Techniques.

Schools School Vice Supervisors Teachers Students’

Principals Principals
100

Sample100

100

100

100

100
Population

Population

Population

Population

Population
1

1Sample1

5
Sample

Sample

Sample
%

%
1

Hargele 1 1 100 1 1 100 1 1 100 15 15 100 190 63 33

Chereti 1 1 100 1 1 100 1 1 100 13 13 100 142 48 33

El-kare 1 1 100 1 1 100 1 1 100 12 12 100 120 39 33
Barey 1 1 100 1 1 100 1 1 100 13 13 100 138 46 33
Emey 1 1 100 1 1 100 1 1 100 12 12 100 130 44 33
Total 5 5 100 5 5 100 5 5 100 65 65 100 720 240 33
Samplin Available Available Available Available Stratified
g random
Techniq sampling
ues
 31

3.5. Instruments for Data Collection

To obtain firsthand information pertaining to the subject of the study questionnaire and
interview were used.

3.5.1. Questionnaire

The researcher used questionnaire because of its appropriateness to secure data from many
people at a time and for its natural characteristics that allow informants express their ideas and
opinions freely. This questionnaire composed of both open-ended and close ended items was
administered to School principals, Teachers and Students. The questionnaires’ were prepared
for students and teachers containing two parts: Part I general information, Part II Likert scale
and rating scale items. Before distributing the questionnaires’, pilot test was conducted on 39
students and 12 teachers of El-kare Government secondary school. Validity of items was
checked by the experts from the Afder town education office experts and thesis advisors.
Important comments were collected and accordingly the contents of items were modified
based on the feedback. Reliability of the items was calculated by using Cronbach at alpha
level of 0.05 in order to seek the internal consistency of the items. Finally, the modified
questionnaires were distributed to the sample school population.

3.5.2. Observation

According to Abiy et al., (2009), observation refers to the process of observing and recording
events or situations. The researcher has been use observation for the purpose of detail data and
conduct classroom observation check list to see the actual facilities in the sample schools.
According to Mories (1988), the observation check list was designed to examine the
availability of classroom quality, conduciveness of classroom physical environment, seating
arrangement of students and extent of application of classroom rule and procedure.
Concerning classroom observation it seems practically unmanageable to observation each and
every teacher’s class therefore, purposive sampling technique were employed for mentioned
data gathering instruments accordingly. The classroom observations were conducted in the
total of 7 classrooms.
 32

3.5.3. Interview Guide

Interview was chosen for a face to face contact and it permits to raise different questions for
further additional information. Semi-structured interview was used as an instrument to collect
useful information from the respondents especially on issues of quality. Since it was
administered in secondary schools, the interview was prepared in English language. In
addition, observation was also used to compare opinion of respondents with relevant issues.

3.5.4. Documents

To strengthen the data obtained through questionnaires, interview and observation, document
analysis was used in this study. Accordingly, document related to students’ previous
achievement was analyzed. This data gathering instrument was enabling the researcher to gain
information about to see students’ previous background and common measurements of the
school to alleviate its effects. It also helps to suggest possible solutions for problems that
caused for quality education.

3.6. Procedures of Data Collection

The questionnaire was initially developed in view of the basic research question of the study.
Before it is administered to respondents, a pre-test was carried out in El-kare secondary school
to ensure language clarity and appropriateness. Expert in the field was consulted and
appropriate change was made depending on comments collected during the try out. At last,
this questionnaire was set in their final forms. Objectives of the study were explained to
respondents to maximize return of questionnaire. In addition, interview guide questions and
observation check-list were developed.

3.7. Methods of Data Analysis

The collected data was analyzed both qualitatively and quantitatively. The data gathered by
using questionnaires was tabulated and analyzed. The open ended data were coded and
 33

analyzed in accordance with the questionnaires, interviews and observation checklist. The
quantitative data was also presented in the form of percentage, frequency, mean and chi-
square. Chi-square was to know the level of statistically significant difference between the
respondents regarding the methods of evaluation of students’ activities and the difficulty as
well as the relevance of the curriculum. The various information, ideas, views and narrations
gathered from different groups of respondents through interviews and observation was
organized and qualitatively described in words to supplement the data gathered through
questionnaires. Finally, interpretation was employed by explaining the findings carefully and
fairly the findings.

3.8. Ethical Considerations

The researcher communicated all secondary schools legally and smoothly. The purpose of the
study was made clear and understandable for all participants. Any communication with the
concerned bodies was accomplished at their voluntarily consent without harming and
threatening the personal and institutional wellbeing. The school records and information were
kept confidential.
 34

4. RESULTS AND DISCUSSIONS

This part of the thesis deals with the presentation and interpretation of the data gathered from
the sample schools to seek appropriate answers to the basic questions raised in part one of the
research document.

Accordingly, presentation and analysis was made by making use of the data gathered from five
secondary school principals, five vice principals, sixty five teachers, five school supervisors
and two hundred forty students. Three tools were used to gather data. These were a set of
questionnaires including close ended and open ended items, an interview guide and
observation. Likewise, semi-structured interview guide questions were presented for 5
supervisors, all of whom have responded to the questions. Observation of the sample schools
regarding class-size, availability of school facilities and other school related matters were
made. Therefore, analysis and interpretation of the data was made based on the responses
obtained from the respondents and the data obtained from the documents of sample secondary
schools and Afder Zone Education Bureau. Overall, this part of the research comprises of two
major parts. The first part presents the characteristics’ of respondents in terms of sex, service
years and academic qualifications. The second part deals with the results of findings from the
data which were gathered through the questionnaire, interviews, documents and observation.
Finally, the data obtained from the interview session, document analysis, and observation were
presented and analyzed qualitatively to substantiate the data collected through the
questionnaires.
 35

4.5. Characteristics of Respondents

Respondents were asked to indicate their background information. The details of the
characteristics of the respondents are given in table 2 below.

Table 2. Characteristics of respondents

Respondents

No X-ics Sup Princ Teachers Students

No % No % No % No %
1 Sex
Male 5 100 10 100 62 95.38 165 68.75
Female - - - - 3 4.61 75 31.25
Total 5 100 10 100 65 100 240 100
2 Academic
qualification
Diploma 3 70 4 40 14 21.53 - -
BA/BSC& 2 30 6 60 51 78.46 - -
above
Others - - - - - - - -
Total 5 100 10 100 65 100 - -
3 Age/years
Below 16 - - - - - - 33 13.75
16-20 - - - - - - 187 77.9
21-25 - - - - 25 38.46 19 7.9
26-30 1 20 2 20 34 52.3 - -
31-35 2 40 6 60 4 6.15 - -
36-40 2 40 1 10 2 3 - -
Above 40 - - 1 10 - - - -

Total 5 100 10 100 65 100 240 100

4 Work
Experience
(in years)
0-5 2 40 4 40 54 83 - -
6-10 2 40 6 60 9 13.8 - -
11-15 1 20 - - 2 3 - -
16-20 - - - - - -
Above 20 - - - - - - - -
Total 5 100 1 10 65 100 - -
0 0
Key: X-ics = Characteristics Sup= Supervisors Princ= Principals
 36

From the data collected and tabulated the following significant characteristics of the
respondents have been obtained. According to the personal details shown in table 2, the
teacher respondents consisted of 62 (95.38%) Males and only 3(4.61%) Females, and all the
school principals and supervisors were Males. This shows that , a low Female participation in
the teaching and school leadership of the education system have been indeed a common
characteristics of all schools in the zone under study.

Regarding their qualifications, some of the teacher respondents 14(21.53%), 4 (40%) of the
school principals and 3 (70%) of supervisors were diploma holders. Even though, most of the
teacher respondents 51 (78.46%) had BA/BSC Degrees still it does not fulfill the criteria set
by the Ministry of Education to teach at secondary levels being at least first degree
(MoE,1995).

The problem of under qualification was also observed in the principals who headed the sample
schools, for a principal to provide professional guidance and educational leadership, having
higher and better training or qualification more than his/her subordinates is very essential.
However, practically it was not applied in the schools. As can be seen from table, 4 (40%) of
the school principals in the sample schools were below the required qualification and out of
the 6 principals 3 of them were qualified in subject matter than leadership. Hence, this
significantly might have its own contribution to the low level of quality of school
management. As a result, it may cause to the low level of quality of education.

Regarding the respondents age, as shown in table 2 of item 3, 59 (90.49) % of the teacher
respondents were between 21-30 years old. In the case of school principals 8 (80%) and 3
(60%) supervisors were between 26-35 years old. From this data and actual observation it can
be inferred that retaining experience and qualified teachers is vital, since todays promising
young people are less likely to enter teaching profession and more likely to leave at the
beginning stage of their carrier, (Jhonson, 2012).
 37

4.6. The Factors Affecting Quality Education

The following discussion is about in-school factors that can contribute to the low quality of
education in secondary schools. The chi-square test is used to measure the extent of
differences among the responses obtained from teachers and school principals when necessary.

4.6.3. Teachers Teaching Load

Table 3. Teachers Teaching Work Load

No Item
Respondents
What is your maximum teaching work
load per a week?
Teachers Total
No % No %
1 Less than 16 _ _ _ _
2 Between 16-24 26 40 26 40
3 Between 25-30 39 60 39 60
4 Above 30 _ _ _ _
Total 65 100 65 100

As shown above 39(60%) of the teacher respondents teach 25 and above periods per week.
26(40%) of the teacher respondents teach below 24 periods weekly. This indicates that most
secondary school teachers in the sample schools are teaching 25 and above periods per week
and consequently they have no free time to provide additional assistance like checking
students exercise books, providing tutorial classes, etc. to the needy students. Garet et al.
(2001) found that time span and contact hours had a substantial influence on opportunities for
active learning and coherence. Example of the former includes classroom observation, review
of students work, and giving presentations and demonstrations. Examples of the latter include
connections to teachers’ goals and experiences, alignment with standards and professional
communication with other teachers. They postulated that education is likely to be of higher
quality if it is both sustained overtime and involves a substantial number of hours. School
organizational structures must, therefore, provide for sustained period of time and contact
 38

hours for teachers to learn in order to make quality education efforts effective. However, this
contradicts with the set standard for the provision of secondary education in Ethiopia states
that the maximum teaching load is 25 periods per week (MoE, 1995). In lined with this, it was
also evident from observation that, in addition to the subject they are qualified most of the
teachers teach the subjects which they are not qualified also. As a result, most of the teachers
in the sample schools were teaching 25 and above periods per a week. Thus, it may have its
own contribution for poor quality of education.

4.6.4. Background of Students

Table 4. Comparisons of Examination Results

Grade 8 Regional Exams of Responses

Students Result 1st semester Average Results of
Scores students made by the sample
schools
( 2006 E.C)
Grade 9th Grade10th
No % No % No %
Below 50 101 42 9 8.1 6 4.6
50-60 72 30 25 22.7 23 17.69
61-70 40 16.7 37 33.6 44 33.8
71-80 19 8 27 24.54 39 30
81-90 7 3 8 7.27 13 10
Above 91 - - 4 3.63 5 3.8
Total 240 100 110 100 130 100
Source: document observation from the sample schools

As table 4 indicates, the majority of students 173 (72%) had achieved or scored below 50 and
between 50-60 in grade eight regional exams. In lined with this, it was also evident from
observation of secondary schools students document of grade 8 national exams most of them
scored below 50 and between 50-60 in a class. In addition, 66 (27.7%) of the students of grade
8 are also had scored ranges from 61-90 points. As a result, by considering the above table it is
 39

possible to say that students’ background during their elementary school was low. This shows
that their previous background have a significant effect in the learning-teaching of secondary
schools. It can also see from the above table that 25 (22.7%) of grade 9th students and 23
(17.69%) of grade 10th students also have achieved between 50-60 points in the 1st semester
examination. In addition, 76 (69%) of grade ninth students and 101(77.6%) of grade tenth
students also have achieved above 61 in the 1st semester examination. However, this result,
especially the classroom result does not mean that the academic performance of the students
was satisfactory since classroom tests or exams are not effective instruments to measure the
academic performance of students. They had been criticized for their subjectivity in scoring
and unfair grading system.

Additionally, most of the classroom tests are prepared, and administered and graded by
classroom teachers who may not be aware of the basic principles of test construction and
administration. Overcrowded classrooms, high teaching load and other factors may also
influence effectiveness of classroom tests of exam. Therefore, though teachers might have no
other alternative to assess the students’ academic achievement, especially in Ethiopian
situation where various problems affect classroom test and exam preparation and
administration, classroom exams may not be effective.
 40

4.6.5. Difficulty and Relevance of the Curriculum

This section deals with the items related to the difficulty and relevance of the curriculum for
secondary education as compared to students’ previous knowledge?

Table 5. Views of respondents regarding the degree of difficulty and relevance of the
curriculum.

No Items Respondents
School principals Teachers
No P (%) No P (%) X2

1 What is your opinion Very difficult 6 60 4 6.15

regarding the difficulty
Difficult 2 20 33 50.76
of the curriculum for
secondary education as Medium 2 20 28 43 14

compared to students’ Easy - - - -

previous knowledge? Very easy - - - -

Total 10 100 65 100
2 How much do you Strongly agree - - - -
agree that the
curriculum is relevant Agree 2 20 13 20
to the respective grades Undecided 1 10 6 9.23 20.5
in terms of students,
needs? Disagree 5 50 29 44.6
Strongly 2 20 17 26.15
disagree
Total 10 100 65 100
3 Can the portion be Yes 2 20 24 36.9
covered with in the No 8 80 38 58.46 37
allotted time?
No Knowledge - - 3 4.61
Total 10 100 65 100

Key: The table value χ2= 7.81 at 0.05 significant levels with three degrees of freedom.
 41

Respondents were asked to forward their opinion whether the curriculum for secondary school
is difficult or not, as compared to students previous knowledge. Thus, as it is noticed in table
5, the majority of the school principals 8 (80%) stated that as compared to the previous
exposure, the curriculum is Very difficult and difficult for the students. In addition, 37
(56.92%) of the teacher respondents and 171 (71%) of the students respondents also supported
this view. In contrary to this, some principals 2(20%) and 7 (3%) of students respondents
responded that the curriculum is medium and easy for secondary schools as compared to
students’ previous knowledge respectively. However, this idea is contradicts with what their
previous background indicates in table 3. Therefore, it is important to ratify the curriculum by
considering the local and national values of pupils. Because, this might have affected the
quality of education in general secondary schools.

According to Benavote and Karmens (cited in UNICEF, 2000), content of education quality
refers to the intended and taught curriculum of schools and national goals for education and
outcome statements that translate those goals into measurable objectives should provide the
starting point for the development and implementation of curriculum. The specific content of
school curriculum, however, depends on local and national values. As it is indicated in table 6,
the majority of the school principals 7 (70%) stated that the curriculum was not relevant to the
students’ needs. This was also supported by 46 (70.21%) and 173 (72%) teacher and students
respectively.

Respondents were also asked whether the portion of secondary school could be effectively
covered within the allotted time or not. For this question, 8 (80%) of the school principals and
38 (58.46%) of the teacher respondents argue that, it cannot be finished within the allotted
time. Likewise, 134 (56%) of the students responded that the curriculum could not be finished
with in the allotted time. In lined with this, writers say; time for collaboration is needed for the
teachers to assess their work as well as to develop habits of reflection about practice (Little,
1993). Here it can be suggest that time allowances and schedule alignment should be made for
the teachers so as to provide them with the opportunity to engage themselves for improving
quality education. Teachers need adequate time in order to improve activities in the school. In
other words, the school working condition and the amount of teachers’ workload have
 42

significance influence on teachers in school activities. In their research study involving

analysis of the relationship between different features of quality education to teachers
outcomes (content focus, active learning, and coherence), Garet et al. (2001) found that time
span and contact hours had a substantial influence on opportunities for active learning and
coherence. Example of the former includes classroom observation, review of students work,
and giving presentations and demonstrations. Examples of the latter include connections to
teachers’ goals and experiences, alignment with standards and professional communication
with other teachers. They postulated that education is likely to be of higher quality if it is both
sustained overtime and involves a substantial number of hours. School organizational
structures must, therefore, provide for sustained period of time and contact hours for teachers
to learn in order to make quality education efforts effective. Thus, the difficulty of academic
subjects and unproportioned time allotment may affect the quality of secondary school
education.

A Chi-square test was calculated to check whether the opinion of difference exists between the
two groups of respondents. The computed chi-square value, χ2= 14, χ2=20.52 and χ2= 37 for
items 1, 2 and 3 respectively are greater than the table value χ2= 7.81, at 0.05 significant level
with three degree of freedom. This implies that there was no statistically significant difference
in the views of the two groups of respondents regarding the items which are listed in the above
table. This result indicated that the respondents are agreed on the issues which are stated
above. That means the curriculum is difficult and not relevant to the respective grades in terms
of students needs as well as the portion is not covered within the allotted time. Thus, it may
have its own contribution for poor quality of education in the Zone.
 43

4.6.6. The Perception of Teachers and Students towards Learning-Teaching.

Table 6. Perception of teachers towards learning-teaching

Item Respondents

School Teachers Students

principals
No % No % No %

What is the Very high - - 2 3 36 15

attitude of High 2 20 9 13.84 50 21
Teachers
Medium 7 70 36 55.38 97 40
towards
teaching? Low 1 10 17 26.15 43 18
Very low - - 1 1.53 14 6
Total 10 100 65 100 240 100

Table 7. Perception of students towards learning-teaching

Item Respondents

School Teachers Students

principals

No % No % No %

What is the Very high - - 3 4.61 178 74

attitude of High 1 10 6 9.23 24 10
Students Medium 2 20 16 24.61 26 11
towards Low 4 40 29 44.61 7 3
teaching? Very low 3 30 11 16.9 5 2
Total 10 100 65 100 240 100

Respondents were asked to rate the attitude of teachers and students towards learning-
teaching. As one can see from the above table, the majority of school principals 8 (80%), 53
(81.53%) of the teachers themselves and 140 (58%) of students rated that the attitude of
teachers towards their profession as medium and low. As it is indicated in the table, most of
the teachers seem to lose interest and have low regard towards their profession. Therefore,
 44

from this it is concluded that the perception of teachers towards learning-teaching is low.
Thus, it might have an adverse effect on quality education.

The attitude of students towards learning-teaching as rated by different respondents shows

disparity. Accordingly, Majority (84%) of student respondents rated their attitude towards
learning, as ‘high’ and ‘very high’. This may be because of the fact that self- evaluation has
personal bias. But, 40 (4%) of the principals and 29 (44%) of the teachers respondent seems to
agree that student’s attitude towards the teaching-learning are low. Even (14%) of student
respondents agreed with the school principals and teachers and rated their attitude towards
learning as ‘medium’ and ‘low’. This could be seen from two different angles. One is that
because school principals and teachers have come through stages and are rich in experience,
they could be in a position to comment on students’ attitude towards learning by comparing
the past and the present situation. In addition, it is the teachers who evaluate the work of the
students and judge whether their work and attitude is high or low.

On the other hand, table 6 shows that students are not satisfied with the present content of the
curriculum. Therefore, from this it is possible to say that the perception of students towards
learning-teaching is low. This means that they lack motivation towards learning-teaching
process. If the perception of students towards learning-teaching is low, it may have an adverse
effect on quality of education.

In lined with this, Mona and Tesfaye (2000) states that one of the reasons for lack of qualified
and experienced teachers in most of the developing countries is the fact that teaching is not an
attractive job. In Ethiopia, for example, a number of qualified secondary school teachers leave
the teaching profession to search for a better job and salary. A number of secondary school
teachers feel that, they are working in a profession that they do not like. As the result of this
problem most of them lack commitment. Such a situation is bound to affect the quality of
Education. Moreover, it was also evident from interview that most of the teachers are not
interesting and prepared to leave their profession to search for a better job and salary. Thus, it
may have an adverse effect on quality of education unless corrective measure should be
considered or taken.
 45

4.6.7. Teachers Qualification and Shortage of Qualified Teachers

This section deals with the responses of school principals and teachers with the items related
to the teachers competence and cause for shortage qualified teachers. The result was
summarized in the following table.

Table 8. Qualification of teachers and the reasons which cause shortage of qualified teachers.

No Items Respondents

School Principals Teachers

No % No %

1 Are the teachers in your school qualified

for the level they are teaching?
Yes 8 80 54 83
No 2 20 11 16.9
No response - - - -
Total 10 100 65 100
2 Could higher turn-over be a cause for
shortage of qualified teachers?
Yes 6 60 44 83
No 3 30 15 12
No Knowledge 1 10 6 5
Total 10 100 65 100
3 If your answer to item number 2 is yes.
Teachers leave their profession due to:
Lack of motivation 5 45 11 19
Teaching is tiresome 1 14 15 23
Low prestige 1 10 9 13
Student discipline problem 1 14 7 10
Lack of opportunity to grow and develop 2 17 23 35
Other - - - -
Total 10 100 65 100

Table 7 shows about qualification of teachers and the reason which cause shortage of qualified
teachers. Based on this, the responses of 2 (20%) the school principals and 11(16.9%) teachers
indicate that some of the teachers are under qualified. According to the personal observation of
the researcher out of 65 teachers serving in the sample schools, 54 (83%) the teachers satisfy
 46

the required qualification for the level and therefore, the responses of the school principals and
that of teachers compared with personal observation seem to be similar.

Similarly, the interviewed officials reported that many teachers are teaching the subjects other
than their major and minor fields. For example, Graduates of geography and history are made
to teach economics, civics or business as well as in some cases; graduates of biology and
physics teach Amharic and technical drawing respectively, etc. Accordingly, this is not able to
satisfy the need of students. According to a study result on teacher related problems by Amare
(1998), teacher qualification issues including the need for better –qualified teachers was one of
the major problems in this country. In addition, Mona and Tesfaye (2000) have noted that
quality of education is highly affected due to unqualified teachers. One of the reasons for lack
of qualified and experienced teachers in most of the developing countries is the fact that
teaching is not an attractive job. In Ethiopia, for example, a number of qualified secondary
school teachers leave the teaching profession to search for a better job and salary. Hence, this
would result in dissatisfaction of both the teachers and students and makes quality education in
a problem.

4.6.8. The Language Used by Teachers While Teaching in the Classroom

Table 9. Responses of students regarding the language used by the teachers in teaching them

Item Number of respondents

No %
Language used by majority of the teachers
English 103 43
Amharic 58 24
English and Amharic 79 33
Af-Somali - -
English, Amharic and Af-Somali - -
Total 240 100

This does not include Amharic and Af-Somali as a subject.

 47

Most of the time, the language of instruction is the concern of all teachers. Not simply because
it is through the language of instruction that, the content of the subject is delivered to students,
but also, because it is through linguistic interaction that, the students acquire the desired
intellectual abilities which makes the constructive activity possible (Marew, 1998). According
to Tekeste (1990), teachers further stated that, English as a means of instruction has created
problems both for teachers and students. Thus, this situation has hindered the effective
communication between the teacher and the students, which in turn influence understanding of
the subject matter.

The medium of instruction in secondary schools are English in principle. Textbooks and other
teaching materials are prepared in English with an assumption that students and teachers are
read and understand the content. Regarding this, Students were asked as to what media
majority of the teachers use while teaching a subject in the classroom. As it is indicated in
Table 8, (43%) of students responded that teachers use English language only. It can be seen
from the table that teachers use languages other than the medium of instruction. This could
happen because of the fact that either teachers or students or both are poor in English. In this
situation, therefore, one couldn’t expect good teaching-learning process. Therefore, it may
have an influence on quality education.

4.6.9. Language of Instruction

School principals, teachers and students were asked to rate the degree of proficiency of
students and teachers in the language of instruction in secondary schools which is important
for teaching-learning process. For the respondents questionnaires which have five rating scales
were dispatched. The result was summarized in the following table.
 48

Table 10. Views of respondents regarding the language of instruction (English).

No Items Respondents

School Teachers Students

principals

No % No % No %

1. The degree of proficiency of

students in the language of
instruction.
High 22 9
Medium 2 20 14 21.53 148 62
Low 8 80 51 78.46 70 29
No Knowledge - - - - - -
Total 10 100 65 100 240 100
2. If your answer to question
number ‘1’ is low, to what
extent does this affect their
learning of other subjects?
Highly 6 60 48 73.84 108 45
Moderately 3 30 16 24.61 81 33.75
Minimally 1 10 1 1.53 41 17
Not at all - - - - - -
No knowledge - - - - 10 4.16
Total 10 100 65 100 240 100
3. The reason for low
proficiency of the students in
English is:
Lack of back ground 7 70 52 80 144 60
knowledge
Lack of interest in English 1 10 7 10.76 19 7.9
Shortage of qualified teachers 2 20 6 9.23 48 20
English is difficult by nature - - . - 17 7
All - - - - 12 5
Total 10 100 65 100 240 100

Table 10, summarizes the view of the respondents regarding the proficiency of secondary
school students in the language of instruction, which is English. As it can be seen from the
table, while the majority of school principals and teachers respondents rated that, the ability of
secondary school students in English was low or weak 8 (80%) and 51 (78%) respectively.
 49

Most of the students 148 (62%) indicated that their proficiency in the language of instruction
is medium. It was only 70 (29%) of the students who supported the school principals and
teacher respondents; that the students were weak in the language of instruction. According to
the majority of school principals 7 (70%) and teachers respondents 52 (80%), the reason for
the weakness of students in the language of instruction was (item 3 of table 9), due to lack of
background knowledge of the subject matter the student had at primary schools level of the
subject. This idea was supported by different researchers in the field one of whom is Tekeste
Negash, who argue that prior academic achievement is one of the key factors in determining
the future or later performance of students at various level of learning.

In addition, the majority of the school principals and teachers during interview also argue that
the weakness of the students in the language of instruction was one of the factors which affect
their performance in all other subjects too. In general, the quality of education was affected
due to this problem. The argument of the school principals and the teacher respondents has got
the support of various researchers one of which is Tekeste Negash (1990). According to him,
in Ethiopia, secondary schools students have faced difficulties in the teaching-learning
process, due to the fact that majority of them are weak in English. That is, students are weak in
the language of instruction (English). Hence, it creates difficulties during the teaching-learning
process. Regarding the inefficiency of the students in the medium of instruction, Tekeste
(1990), has noted that the greater number of senior secondary school teachers had explained
that the language ability of the learner at this level of education is poor. To him, teachers
further stated that, English as a means of instruction has created problems both for teachers
and students. Thus, this situation has hindered the effective communication between the
teacher and the students, which in turn influence understanding of the subject matter. Since
majority of the students do not have the language ability, they cannot understand their teachers
and the teaching material written in English.

4.6.10. The Type of Shift System the School Operates

Table 11. Responses of respondents regarding the type of shift the school operates,
availability of instructional materials and the number of students in the classrooms.
 50

No Items Respondents

School Teachers Students

principals
No % No % No %
1. What kind of shift(s) do your
school uses to carry out the
teaching-learning process?
Morning 4 40 28 43 104 43.3
Afternoon 6 60 37 56.9 136 56.66
Both - - - - - -
No response - - - - - -
Total 10 100 65 100 240 1000

2. What can you say about the

availability of instructional
materials in your school?

Adequately available 1 10 4 6.15 15 6

Moderately available 2 20 9 13.84 26 11
In adequately available 7 70 52 80 199 83

Total 10 100 65 100 240 100

3. The average number of students

in a classroom in your school?

Below 50 students - - - - - -
Between 51-60 Students 1 10 5 7.69 50 20.83
Between 61-70 Students 8 80 50 76.9 168 70
Above 70 Students 1 10 10 15.38 22 9.16
Total 10 100 65 100 240 100

4. Problems of large class size

Lack of effective communication 1 10 3 4.61 91 38

Difficulty to identify students - - 1 0.65 24 10
with special problems
Problems of classroom 2 20 2 3 34 14
management
Suffocation problem 2 20 4 6.15 41 17
All are true 5 50 55 85 50 21
Others - - - - - -
Total 10 100 65 100 240 100
 51

Table 11 shows responses regarding the shift system being implemented in the schools.
Accordingly, as can be seen from the table, 4 (40%) of the school principals, 28(43%) of
teacher and 104 (43.3%) of student respondents responded that the schools operate the
teaching-learning process in during morning time. However, the majority of the respondents,
6(60%) of school principals, 37(56.9%) of teachers and 136(56.66%) of students responded
that the schools operate the teaching-learning process during the afternoon.

Personal observation also suggested that out of the five sample schools, three of them carry
out the teaching-learning process during the afternoon. The actual observation indicated that
there were no sufficient classrooms for elementary school and secondary schools; as a result
they use the school compound together in the morning and afternoon respectively. This means
the majority of the schools carry out the teaching-learning process contrary to what writers
says; within schools and classrooms, a welcoming and non-discriminatory climate is critical to
creating a quality learning environment. Learning can occur anywhere but the positive
learning outcomes generally sought by educational systems happen in quality learning
environments. Learning environments are made up of physical, psychosocial and service
delivery. Ayini, (2012) point out that, the environment of the school should stimulate,
motivate and reinforce students’ attendance in school. Comfortable classroom temperature and
low noise level have positive influence on teachers’ effectiveness and students’ academic
performance.

School principals, teachers and students were asked to provide information on the availability
of instructional materials and average number of students in the classroom to their respective
schools. The result was summarized in the table below. Table 10 also summarizes the
responses regarding the availability of instructional materials in the sample schools. The above
table shows that7 (70%) of the school principals, 52 (80%) of the teachers and 199 (83%) of
the student respondents indicate that there is shortage of instructional materials in the sample
schools. The remaining 3(30%), 13(20%) and 41(17%) of principals, teachers and students
respondents respectively indicated that the availability of instructional materials in their school
was either adequate or moderate. Contrary to this, the quality of learning materials available
within an educational institution has positive relationship with the quality of teaching and
learning activities which in turn leads to the attainment of goals set. School material inputs
 52

such as class size, instructional materials (text books and reading materials), school buildings
(library & laboratory) are considered as influencing elements in determining students’
achievement. Instructional materials such as text-books and reference books are thought to be
essential inputs in influencing students’ academic achievement (Ayini, 2012). Moreover,
studies result on the teachers’ perceptions of educational problems in Ethiopia by Amare
(1998) shows that, for effective learning to take place availability of educational equipment
and materials inside the classroom is one of the important factors. Thus, effective planning of
these is very crucial task that leads to the accomplishment of the desired program.

Although, the sufficient availability of instructional materials is very important to provide

quality education, the findings confirm that secondary schools lack such materials.
Respondents were asked to report the average class-size of secondary schools. Thus, the
responses showed that, the average class-size 8 (80%) of school principals, 50 (76.9%) of
teachers and 168 (70%) of the students respondents, for secondary school students in their
school was between 61-70 students. 1 (10%) of school principal, 5(7.69%) of teachers and
50(20.83%) of students also reported that the class-size for secondary school was between 51-
60 students. And the remaining 1(10%) of school principal, 10(15.38%) of teachers and
22(9.16%) of students also reported that the class-size for secondary schools was above 70.

Moreover, according to the Zonal Education Bureau (ZEB, 2006), the average class-size for
secondary schools is 70. This shows that the class-size for secondary schools was very large as
compared to the standard class-size per classroom (MoE, 1995), which is 40.

Concerning the open-ended question, which says, “What problems does large class size create
on teaching-learning process?” Most of the interviewee responded that; it makes difficult for
teachers to help individual students, it makes difficult for teachers to give and check different
activities, it forces teachers to use only lecture method, classroom discipline becomes difficult
and it negatively affects quality of education. The findings of the study shows that the student
population and the availability of school facilities such as classrooms were not balanced. That
is, educational facilities are still far below the required quality and quantity. Hence, in such a
situation quality of education would be adversely affected. In addition, the respondents (school
 53

principals, teachers and students) argued that, as a result of large class-size, problems like lack
of effective interaction between the students and teachers, difficulty in classroom
management, suffocation problems, etc. were created during the instructional process.

According to Nardos (cited in Naser Ousman, 2009), class size should allow the teacher to
observe pedagogical principles such as knowing ones students by name and attending to the
particular needs of each student. In the same way Befekadu et al. (cited in Naser Ousman,
2009) broadly speaking the traditionalists argue that if the size is too large, the teacher could
not perform any of these activities effectively or could not perform them at all. Therefore, the
quality of education will be low. Innovative techniques could be introduced to help students
take a charge of the learning process. Examples of innovative techniques are peer evaluation,
group work and computer assisted instruction. According to this view, the negative effects of
large class size can be partially compensated using these new techniques. In the absence of
this technique, however, quality will suffer from large class size.
 54

4.2.9. Textbook Provisions

Table 12. Responses concerning Textbook provision

Respondents

No Items Teachers Students

No % No
1 Are there shortages of Text-books in your
school?
Yes 40 61.53 168
No 21 32.3 62
No response 4 6.15 10
Total 65 100 240
2 What are the pupil-book ratios in your
school?
1:1 5 7.69 29
1:2 36 55.38 122
1:3 18 27.69 74
1:4 4 6.15 10
1:5 2 3 5
No response - - -
Total 65 100 240
3 As a result of shortage of textbooks, are
instructional time wasted in our school?
Yes 38 58.46 166
No 20 30.76 60
No response 7 10.76 14
Total 65 100 240

As can be seen from Table 12, 40 (61.53%) of the teacher and 168 (70%) student respondents
reported that there is shortage of textbook in the sample schools. Looking at item 2 of table 13,
few of the respondents 5 (7.69%) of the teachers and 29 (12%) of the students reported that
students obtain one book for one student. While 60(92.3%) of the teachers and 213 (88%) of
the student respondents reported that the pupil-book ratio is 1:2 and above, which is contrary
to what is stated in MoE which states that every student would be provided with essential text-
books (MoE, 2000). Therefore, it is possible to conclude that there is a serious shortage of
textbooks in their respective school. This may influence the proper planning and
implementation of the prepared plan in the school and thus it has a strong influence on the
quality of education. Here is also a show that there is un- compatibility of textbooks and the
 55

number of students. This makes the quality of education low. Therefore, it is possible to
conclude that as a result of shortage of textbooks instructional time wasted in their respective
schools and this may influence the quality of education. The interview result supplemented
that teachers face difficulty in trying to teach without textbooks as a result portions would not
be finished within the allotted time since students lack books privately.

This view also differ from what different writers say, after black board and chalk, text books
are the most common and most significant instructional materials in most countries. Almost all
studies of textbooks in low-and middle-income countries show that the books have a positive
impact on student achievement Fuller and Clarke 1994 cited in World Bank (1995). It is
already stated that textbooks are one of the most important instructional materials to enhance
effective learning. In light of this, Lockheed et al. (1991), have asserted that, textbooks are the
single most important instructional materials, because they deliver the curriculum. As a result,
textbooks are central to schools at all levels.

In general, it can be concluded that majority of the schools in the study area are suffering from
shortage of textbooks. Therefore, this may have an adverse effect on the quality of education
being provided.
 56

4.2.10. Availability of School Facilities

Both school principals and teachers were asked to answer the availability of education
facilities and infrastructure in secondary schools which are important for teaching-learning
process. The result was summarized below.

Table 13. Availability of school facilities in the secondary schools

Respondents
Items School principal Teachers
F(No) P(%) F(No) P(%)
Which of the school facilities are
available in your school?
a. Water 2 20 9 13.8
b. Latrines 8 80 56 86.2
c Clinic
d Pedagogic Center
e Laboratory
f Library
g None
H No response
Total 10 100 65 100
Key: F= Frequency P= Percentage

Table 12, above summarizes the availability of school facilities. Thus, as indicated in the table,
almost all the respondents indicated that most of the school facilities are not available except
that of latrines and water in some schools. Water is available in one school which is El-kare
Secondary school. Latrines are available in all schools except Emey secondary school. The
principal and teacher respondents were asked to write their response regarding the services
that these facilities are not provided in their school. In this case, they noted that there is
scarcity of school facilities. The above table shows that almost all of the schools facilities are
not available. Therefore, it has an adverse effect on quality education. In addition to this, there
is lack of reference books for the students and teachers.

Responses from the interviewee also indicated that library services are not provided in the
sample schools. The problem of library service not only affects the students but also the
 57

teachers. Especially teachers and students in the schools at the longer distance from the capital
of the region may not get reference books to read for general knowledge.

According to the personal observation of the researcher, almost in all of the sample school,
there is acute shortage of instructional materials and school facilities. For example, all of the
sample schools were not equipped with laboratory facilities and other audio-visual materials.
Some of the schools, such as El-kare secondary school in East- Hargele have converted
teachers’ staff to class-room service due to over crowdedness. The absence of such facilities
and inadequacy of other instructional materials forces the teachers simply to transplant
theoretical conception in the mind of the students without showing any practical work. As a
result, this hinders the quality of education provided. In adequate school facilities,
overcrowded classrooms, shortage of text books and other teaching materials, all indicate the
low quality of education (MoE, 1994).

The school facilities play an important role in the attraction of students to a given school. The
school facilities also ensure that students learn in state environment. The minimum standard
facilities each school should have; separate latrine facilities for boys and girls, adequate water
supply point for washing and drinking, counseling services for personal education related
problems and adequate library and laboratory facilities appropriate to the level of education
and sufficient Playground (MoE, 1994). In addition to this, Joshua (2012) explain that, the
quality of the school buildings and furniture will determine how long such will last while
comfortable classrooms and adequate provision of instructional resources facilitate teachers’
instructional task performance and students’ learning outcomes.
 58

4.2.11. Methods of Evaluation

Table 14. Responses regarding Methods of Evaluation of students’ Activities

Number of Respondents
No Items Teachers Students X2
No % No %
1 What methods do teachers use in
evaluation activities?
Give Exercises 22 34 91 37.9
Give tests 3 4.6 14 5.8 131.34
Give final exam 9 13.8 29 12
All 31 47.69 106 44.16
Total 65 100 240 100
2 Do teachers check the students’
homework and class work
regularly?
Yes 29 44.61 60 25
No 36 55.38 180 75 52.88
No response - - -
Total 65 100 240 100
3 If teachers do not check the
students’ by themselves, why?
The number of students is very 20 30.76 60 25
large in a class
Lack of time 8 12.3 72 30 131.1
Due to large no of students and 37 56.9 106 44.16
lack of time
Others - - - -
No response - - 2 0.83
Total 65 100 240 100
Key: The table value χ2= 7.81 at 0.05 significant levels with three degrees of freedom.

Whether a given lesson is understood by the learner or not is known by the teacher through
evaluation. This could be through regular follow-up of the students’ activities, through tests or
examinations.

From table 13 of item 1 it can be seen that 34 (52.3%) of the teachers and 134 (55.8%) of the
students reported those teachers evaluate their students by giving exercises, tests and final
examinations. It can also be seen from item 2 of table 13 that 55.38% of the teachers do not
check students’ work regularly. Only 25% of the students indicated that teachers check
students’ work and 75% of the students reported that teachers never check students’ work at
 59

all. Thus, it might have its own influence on quality education. A Chi-square test was
calculated to check whether the opinion difference exists between the two groups of
respondents.

The computed chi-square value, χ2= 131.34, χ2=52.88 and χ2= 131.1 for items 1, 2 and 3
respectively are greater than the table value χ2= 7.81, at 0.05 significant level with three
degree of freedom. This implies that there was no statistically significant difference in the
views of the two groups of respondents regarding the items which are listed in the above table.
This result indicated that the respondents are agreed on the issues which are stated above. That
means the methods teachers uses in evaluating the students are not as such good and not
relevant for assuring quality education. In addition, teachers do not check students’ homework
regularly and a lot of reasons like lack of time and large numbers of students in a classroom
are responsible for the teachers do not check students’ homework regularly. Therefore, it may
have its own effect on the quality of education.

Because of the large number of students in a class teachers may not have enough time to give
exercises and check on every student activities. Also teachers may be bored enough to do all
the checking. However, unless there is a follow up of the students’ activities by giving
exercises regularly, one cannot expect students’ achievement in a way required. As a result,
this contributes to poor quality of education.
 60

4.2.12. Competence of School Principals

Table 15. Responses concerning the competence of the School Principals and the presence of
quality education

Respondents

No Items Teachers Students Principals

No % No No No %

1 The competence of the

principals in school leadership?
High 8 12.3 48 20
Moderate 19 29.2 94 39
Low 36 55.3 86 36
No knowledge 2 3 12 5
Total 65 100 240 100
2 If your answer to item number 1
is low, what is its effect on
quality of education
High - - 5 2
Medium 11 16.9 94 39
Low 52 80 115 48
No knowledge 2 3 26 11
Total 65 100 240 100
3. There is problem of quality of
education at present. Do you
agree with the idea?
Agree 58 89.2 178 74 9 90
Disagree 2 3 38 16 1 10
No response 5 7.7 24 10
Total 65 100 240 100 10 100

Table 15 summarizes responses of teachers and that of students concerning the competence of
the school principal. Accordingly, majority of the respondents 34 (86%) of the teachers and
180 (75%) of the students indicated that the competence of the principals was low or
moderate. In addition, from the personal data collected, almost half of the principals in the
sample schools were found to be diploma holders. In addition, most of them were trained in
subject area other than Educational Administration except three who are a degree holder in
school Administration. Moreover, from personal observation, among the total number of 10
principals four (40%) of them took workshop in leadership. The school leadership and
 61

management have a key role for improving the quality of education. Without the meaningful
practices and activities of the leadership and management of the school the quality of
education is unthinkable (MoE, 2006). According to MoE (2005), the school principals have
the following responsibilities in implementing quality education. These are; decide the
appropriate duration and timing of the course, decide on the formation of groups and which
teachers will be participants, select appropriate facilitator for the group and gives orientation
about the course, contacts a nearby school to act as partner school (to share experience), and
give orientation on the course to the participants, who are then able to begin the course.

In relation to training, to carry out these task individuals engaged in leadership need training
opportunities to develop administrative skills through active learning activities (Browne-
Ferrigno, 2003). It is, therefore, very difficult to expect competent leadership of school
principals in such a situation. Thus, lack of effective school management in the schools was
one of the major problems that caused for the low level of quality education being provided in
the Zone. It can be seen from table 14 that overwhelming majority of the respondents 9 (90%)
of school principals, 58 (89%) of the teachers and 178 (74%) of the students agree that quality
of education is in a problem. Therefore, from these it is possible to conclude that the quality of
education is low.

In addition, all the interviewee supervisors also agree that the quality of education is low.
Quality of education is customarily defined and judged by student learning achievements in
terms of traditional curriculum and standards. Quality also relate to the relevance of what is
taught and learned and how well it fits the present and future needs of the particular learners in
question, given their particular circumstances and prospects. It also refers to significant
changes in the educational system itself, in the nature of its inputs (students, teachers,
facilities, equipment and supplies); its objectives, curriculum and educational technologies;
and its socio-economic, cultural and political environment (Adams, 1993).
 62

Table 16. Suggested factors for the low-level of quality education

Factors Number of Respondents

School Teachers Students

principal
No % No % No %
a The Shift system 7 70 36 55.3 144 60
b Large no of students in a class 9 90 49 75.3 108 45
c Low qualification of teachers 6 60 35 53.8 82 34
d Poor in the language of instruction 7 70 44 67.7 125 52
of students
e Heavy teaching loads 6 60 38 58.4 72 30
f Shortage of teaching 10 100 61 93.8 206 86
materials/facilities
g Irrelevance of the curriculum 6 60 35 53.8 108 45
h Low attitude of teachers towards 5 50 39 60 89 37
teaching
i Low attitude of students towards 7 70 44 67.7 48 20
learning
j Poor quality of examination 8 80 36 55.3 74 30.8
k Low competence of school 6 60 34 52.3 43 17.9
principals

Table 16, shows that 7 (70%) of the school principals’, 36 (55.3%) of the teachers and 144
(60%) of the students respondent claimed that the shift system is one of the factors affecting
quality of education. Since the school carryout the teaching-learning process during the
afternoon, the teachers and students as well as principals are highly affected by hot
temperature. This means that majority of the schools carry out the teaching-learning process
contrary to what writers says; within schools and classrooms, a welcoming and non-
discriminatory climate is critical to creating a quality learning environment. Learning can
occur anywhere but the positive learning outcomes generally sought by educational systems
happen in quality learning environments. Learning environments are made up of physical,
psychosocial and service delivery.

Ayini, (2012) point out that, the environment of the school should stimulate, motivate and
reinforce students’ and teachers’ attendance in school. Comfortable classroom temperature and
low noise level have positive influence on teachers’ effectiveness and students’ academic
performance. In line with this, it was also evident from interview and observation that most of
 63

the sample schools carry out the teaching-learning process in the afternoon. Therefore, it is
possible to conclude that the problem was more serious and it may have an impact on the
achievement of the students.

The other factor suggested for the low-level of quality of education was “Large number of
students” which was the response of 9 (90%) of the school principals, 49(75.3%) of teachers
and 108 (45%) of the student respondents. As it is stated earlier, students’ population is rising
at a fast rate but the construction of school buildings did not go proportionally. In a class of
more than 60 students it is very difficult to expect good education. It was also evident from
interview that, there was high number of students in the classroom, which are more than 60
students.

Quality of education suffers from “Lack of qualified teachers”. This was the response of 6
(60%) of school principals, 35(53.8%) of teachers, and 82 (34%) of students. This seems to be
the crucial problem. Being poor in the language of instruction (English) is another suggested
factor for the low level of quality of education which was the response of 7 (70%) of the
school principals, 44 (67.7%) of the teachers and 125 (52%) of the student respondents.
Moreover, it was also evident from observation and interview, even though, most of the
teachers are degree holders but the numbers of teachers per students are not compatible.
Therefore, they are forced to teach other subjects in which they are not qualified and as a result
of this students do not acquire the necessary skills and knowledge’s they need from their
teachers. Thus, it may have an adverse on the quality of education.

The other factors that affect quality of education is heavy teaching load. Due to lack of
qualified teachers, an individual teacher is required to handle many students in a class. But,
heavy teaching loads lead to poor quality of education. In line with this, it was evident from
observation that most of secondary school teachers in the sample schools are teaching 25 and
above periods per a week and the interviewee also said that teachers do not have free time to
provide academic support to the needy students. Therefore, it may also have an impact on
quality education. Shortage of teaching materials; is another suggested item which all 10
(100%) of school principals, 61 (93.8%) of teacher, and 206(86%) of student respondents
 64

claimed to be the cause for the poor quality of education. Reference materials, laboratory and
library services are not available in their schools.

“Irrelevance of the curriculum” is another item, which is responded by 6 (60%) school

principals, 35 (53.8%) of teachers and 108 (45%) student respondents. In line with this, the
interview result also shows that the curriculum is not ratified according to the students’
previous knowledge. “Low level of teachers’ attitude” towards teaching was also one of the
items for which 5 (50%) of the school principals, 39 (60%) of teachers and 89 (37%) of
student respondents claimed to be one of the factors contributing to the low quality of
education. In line with this, it was also evident from observation that in most of the sample
schools the perceptions of teachers towards teaching are low. Thus, it may have a negative
effect on the quality of education.

The “low-level of students attitude towards learning” which was indicated by 7 (70%) of
school principals, 44 (67.7%) of teachers and 48 (20%) of student respondents was another
item that was stated to the cause for low quality of education. Similarly, poor quality of
examination and competence of school principals were the suggested factors, which affect
quality of education. Moreover, it was also evident from interview that, the competence of the
principals was low. In addition, most of them were diploma holders and trained in subject area
than educational administration. Therefore, it may have an impact on the quality of education.

It can be seen from table 18 that, qualification of teachers is the number one factor that affects
quality of education according to school principals and teachers while irrelevance of the
curriculum would be the most important factor affecting quality of education according to the
students’ respondent.

Generally, Shortage of teaching materials/facilities, large no of students in a class and poor in

the language of instruction of students are ranked as 1, 2, and 3 respectively. Therefore, they
are the three dominant factors that affect quality of education in the sample schools.
 65

4.3. Ways to Improve Quality of Education

Table 17. Suggested ways to improve quality of Education

Number of Respondents

Factors School Teachers Students

principals

No % No % No %

A Change content of the curriculum to 5 50 37 56.9 84 35

make it relevant
B Minimize the teaching load 7 70 48 73.8 52 21.6

C Teachers should be carefully 10 100 34 52.3 96 40

recruited
d Teachers should be favored 10 100 60 92.3 60 25
economically and psychologically

E Minimize the number of students in 10 100 62 95.38 76 31.6

a class
F Change the shift system 8 80 60 92.3 182 75.8
G Provide enough teaching 10 100 65 100 225 93.75
materials/facilities
H Examination should be more of 10 100 46 70.7 28 11.6
practical
I Improving knowledge of students in 7 70 39 60 69 28.75
the language of instruction
J Paying attention to school 8 80 57 87.7 96 40
management

Respondents were asked to suggest ways of improving the quality of education. Accordingly a
number of ways were suggested as indicated from table 17. Hence, 5 (50%) of the school
principals, 37 (56.9%) of the teachers and 84 (35%) of the student respondents suggest that the
content of the curriculum must be changed to be relevant.

The other suggestion given to improve quality of education was “minimize the teaching load”
which was the response of 7 (70%) school principals and 48 (73.8%) of the teacher
 66

respondent. When a teacher is overloading he/she is exhausted and therefore her/his work may
not be satisfactory. The item “teachers should be carefully recruited and trained” was
suggested by 10 (100%) of the school principals, 34(52.3%) teachers and 96(40%) of student
respondents. In this case, ability and interest should be taken in to consideration during
recruitment and training of the ‘would be’ teachers.

One important thing is the one related with the item teachers should be favored economically
and psychologically’, since the teacher is the center in the teaching-learning process and the
climate type of the Zone is hot. Regarding this 10 (100%) of the school principals, 60 (92.3%)
of the teacher and 60 (25%) of the student respondents responded to this item. The item
“minimize the number of students in a class” was suggested by 10 (100%) of the school
principals, 62 (95.38%) of teachers and 76 (31.6%) of the student respondents. Regarding the
shift system, 8 (80%) of the school principals, 60 (92.3%) of the teachers and 182 (75.8%) of
students suggested that avoiding the shift system is important for creating conducive teaching-
learning process. This is probably majority of the school principals, teachers and students are
not happy with the shift system, which is in the afternoon.

The item “Provide enough teaching materials” was the suggestion of 10 (100%) school
principals, 65 (100%) of the teachers and 225 (93.75%) of the student respondents. Thus, as
the researcher mentioned before, there is shortage of teaching materials in all schools. These
affect education quality unless corrective measures are done.

Regarding the nature of the examination, 10 (100%) of the school principals, 46 (70.7%) of
the teachers and 28 (11.6%) of the student respondents suggested that it should be more of
practical. But, this would seem difficult in a situation where large number of students in a
class are available and in a situation where teaching-learning materials are scarce. Improving
knowledge of students in the language of instruction and paying attention to school
management were suggested to be very important to improve quality of education. It was the
suggestion of 7 (70%) of the school principals, 39 (60%) of the teachers and 69 (28.7%) of the
student respondents and 8 (80%) of the school principals, 57 (87.7%) of the teachers and 96
(40%) of the students respondents respectively.
 67

Generally, provide enough teaching materials/facilities, avoid the shift system and minimize
the number of students in a class are the suggested ways to improve the quality of education,
ranked as 1st, 2nd and 3rd respectively.
 68

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This part of the study deals with the summary of the major findings and conclusions on the
basis of the findings and recommendations which are assumed to be useful in alleviating
problems related to improving and ensuring quality education with particular preference to
secondary schools of Afder Zone.

5.1. Summary

The main purpose of this study was to assess and improve the major in-school factors that
influence the quality of education in secondary schools of Afder Zone. To address this
purpose, the following basic research questions were raised:

1. What are the Major in-school factors that affect the quality of education in Afder Zone
Secondary Schools?
2. How do teachers and school principals view the relevance and appropriateness of the
curriculum for secondary schools?
3. To what extent does the level of competence and experience of school Principals affect
quality of secondary education?
4. What Strategies are helpful to manage the in-school factors affecting the quality of
education in secondary schools of Afder Zone?

Consequently, 65 teachers and 240 students were selected as a sample by using available
sampling and stratified sampling techniques respectively. Five secondary school external
supervisors, five principals and five deputy principals’ were taken as a sample through
available sampling technique. Data were collected from different sources through
questionnaire, interview, observation and documents. Interview was also conducted with the
secondary school external supervisors. Moreover, checklists were used for document analysis
and the observation. The quantitative data gathered though questionnaires were analyzed using
frequency, percentage and chi-square. The chi-square test was utilized to check whether there
was significant statistical difference between the opinions of the respondents. The qualitative
data gathered through the open-ended question item, interview, document and observation
 69

were analyzed qualitatively by narration. Based on the analysis of the data, the following
major findings were obtained:

The study indicated that majority of the sample schools carry out the teaching-learning during
the afternoon. This implies that there is climate factor (hot area), which hinders appropriate
support students require from their teachers. The findings of the study also indicated that
attitude of the teachers towards the teaching profession is medium and low. The class-size in
the sample schools has remained to be very large, which is 70. It was almost twice the class-
size of secondary schools set as a standard by Ministry of Education, which is 40 students. As
a result, the teaching- learning process is highly affected. School facilities and instructional
materials such as textbooks, libraries, laboratories, water, clinic and pedagogical centers were
found to be insufficient in providing the necessary services in most schools. The data collected
has indicated that the curriculum for secondary school was weak in terms of relevance and
appropriateness to the level. In addition, difficulty level of some subjects seems to be beyond
the background knowledge of the students. In the study, it was found out that there was
shortage of qualified teachers. Out of the 65 teachers serving in the sample schools, 14
(21.53%) are not satisfied the minimum requirement.

The data gathered from the document of Afder Zone Education Bureau
also indicated that teachers teaching in the secondary schools of the
zone with minimum requirements (BA/BSC and above) were 51
(78.46%). Moreover, it was found out that the reason for the shortage of
qualified teachers in the school was mainly due to high turn- over.

In the study, it was found out that the proficiency of secondary school students in English was
low. As a result, this becomes one of the major factors that hinder the academic achievement
of the students. The study has indicated that most of the principals in the sample schools were
found to be trained in subject areas other than Educational Administration.
 70

5.2. Conclusions

Education and quality are the two sides of one coin. Based on the findings, the following
conclusions were drawn. The findings of the study reveal that, there was a serious shortage of
classrooms in the schools. As a result of this, the class size in the schools was found to be very
large. In addition, this could be the reason why most of the schools carry out the teaching-
learning during the afternoon, which in turn hinders appropriate support students require from
their teachers. Thus, it can be concluded that this might have affected the quality of education
provided. Shortage of textbooks resulted in ineffective learning of students since they lack this
material at hand to work on the different activities on their own pace. In addition, students
pass from lower grades to higher levels without fully acquiring the skills, knowledge and
attitudes supposed to be covered for the level. Moreover, shortage of textbooks, school
facilities and instructional materials are also highly in sufficient resulting in the low quality
of education.

The result of this study suggested that academic background was a cause to the later day
academic deficiencies or grains. In other words, the academic background of the students was
what accounts significantly for today’s good or bad performance. Based on this idea when the
curriculum for secondary schools is considered, it seems that, the curriculum experts might
have not taken the students primary education academic knowledge and exposure in to
consideration when they prepared the curriculum.

The findings of the study also indicated that, there was a serious shortage of qualified teachers
in the schools. This shortage was due to high turn-over. As a result, teachers in the schools
who do not have the minimum qualification cannot teach effectively and efficiently. It was
found out that the majority of the students in the sample schools were weak in the language of
instruction (English). The main reason for the weakness of the students in the language of
instruction was due to their previous low-level knowledge and skill in English. That could be
due to lack of appropriate teaching method and in availability of competent teachers who teach
English in the primary schools. Thus, from this it could be concluded that due to students low-
 71

level ability in the language of instruction, quality of secondary education might be affected
negatively.

The findings of the study indicated that attitude of the teachers towards the teaching profession
is low as well as their motivation is also low. From this finding, it can be concluded that even
those teachers who are carrying out the teaching- learning process are not fully performing
their activity properly, which in turn affects quality of education in the sample schools. The
finding of the study shows that the majority of the principals were trained in subject areas
other than educational administration. This situation could create problems in their school
leadership activity. Therefore, principals lack the required qualification and training in the
field could be one of the problems that caused for the low level of quality education.

5.3. Recommendations

Based on the major findings and conclusions drawn, the following recommendations were
forwarded.

1. In the sample schools, there was high shortage of classrooms and other school facilities
nominally exist. Educational materials are in short supply. Therefore, Ministry of
Education in collaboration with the Zonal education Bureau is recommended to discuss
with the public involving the stakeholders and thereby improve community contribution
in cash and/or in kind to fulfill the school facilities and encourage private investors as
well as non-governmental organizations to construct a private school, which is useful both
to the investors as well as members of the society who can afford to, educate their
children in this schools.

2. In the study, it was found out that there was shortage of textbooks. The safest investment
or the most cost-effective way of raising educational quality is to make sure that there are
enough books and supplies. Textbooks are very important in reducing learning problems.
Therefore, Ministry of Education, besides provision of textbooks to those who cannot
 72

afford to buy, should make books commercially available for the parents who have
greater opportunity and more money to provide such materials for their children. In the
study it was found out that the curriculum for secondary school was weak in its
relevance/appropriateness. Therefore, it may be useful if the curriculum experts in the
Zone Education Bureau study the curriculum of each grade in relation to the students’
previous knowledge and exposure so that the curriculum would be more relevant and
appropriate to the needs and background knowledge of the students.

3. The weakness of the students in the language of instruction (English) was found to be one
of the major factors that negatively influence quality education. Therefore, to solve the
problem training institutions should change English teaching methodology for primary
school teachers so that students could have good background of the subject before going
to secondary schools. In addition, competent teachers who have good command in the
language be assigned by the concerned bureau/office to teach English at primary as well
as secondary schools. English teachers both at secondary schools are recommended to be
continuously provided with workshops and short term training or seminars on how to
teach English effectively by the Zonal Education Bureau.

4. It may also be useful if teachers advise their students to discuss in the language of
instruction in the school campus as well as arranging programmes like dialogue between
peer groups, encouraging students to practice conversation on some topics like greetings,
telephoning in the class, etc. would be useful. Moreover, it may help students to improve
their English knowledge if the school management arranges tutorial programmes with
special emphasis on the English language. Shortage of qualified teachers in the schools
was one of the major problems affecting quality education. The already existing teachers
also leave the profession to search for a better job. Thus, to solve this problem Zonal
Education Bureau in collaboration with the Regional Education Burea are recommended
to take the following measures:

► Provide in-service training opportunity to those teachers whose qualification is

below the minimum required standard. i.e. widening the existing programme as
well as upgrade the qualification of them through correspondence courses. At the
 73

same time attention might be paid to quality of training provided by the training
colleges and universities. It may also be useful to invite graduates in the necessary
subject areas who are employees in various offices including those in the non-
governmental organizations after providing a short term seminar on teaching
methodology, to hire on part time basis until the time that the problem of shortage
of qualified teachers is solved.

5. The findings of the study also indicated that 4 (40%) of the school principals in the
sample schools were diploma holders. In addition, most of them were graduates of
subject area discipline except 3 (30%) of principals who is a graduate of school
administration in degree. This affects the efficiency and effectiveness of school
management. Selecting and training school principals carefully have multiplier
effects on his/her teaching staff. Selecting good candidates could be highly
rewarding. Thus to address this problem, the Zonal Education Bureau better assigns
principals who possess qualification with appropriate training in the field. In
general, the Zonal Education Bureau better provide appropriate training, seminars
and workshops to the school principals and minimize, if not impossible to avoid,
turnover of the trained school principals since frequent turn over means not only
wastage of scarce resources invested to train but also induces feeling of insecurity
denial of competent professionals to come to the position.

6. In the study, it was found out that the quality of education being provided is low.
Therefore, to increase the accountability of stakeholders it may be beneficial if the
Ministry of Education in collaboration with the Regional and Zonal Education
Bureau introduces a mechanism of accreditation and quality assurance in the
secondary schools since schools must now operate to some teachers with special
skills and for scarce public resources. It was found out in the study that the
majority of the schools carryout the teaching-learning process in the afternoon.
This means that the climate pattern which hinders the teaching learning process and
it makes both the teachers and students low interest towards learning. This is
because of lack of classroom, elementary schools and high schools use one school
compound. However, with regard to this Ministry of Education in collaboration
 74

with the Regional and Zonal Education Bureau better work towards building
additional classrooms which is conducive for the teaching-learning process.

7. Since quality education is the key to economic development, the researcher

recommends that the Ministry of Education better provide support for research that
could provide feedback on quality levels continually. More specifically, the
Ministry of Education better constitute a department, which follows up or works on
quality of education. Since, today, concerns of Teachers Association go beyond the
protection of teachers and the enhancement of their working conditions, the
researcher recommends the Afdheer Zonal Teachers Association in collaboration
with the Regional and the Ethiopian Teachers Association to play professional role
to improve quality education. Finally, the problem of quality education is not as
such and easy one to be adequately studied by a novice investigator. Thus, the
researcher would like to recommend that, other individual’s better carryout deeper
and wider research work to search for better and wider solutions that can
significantly alleviate the existing problems.
 75

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 81

7. APPENDECIES

HARAMAYA UNIVERSITY

Postgraduate Program Directorate

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaires to be filled by School Principals

The main objective of this questionnaire is to collect necessary information for the study “In-
school factors affecting quality education in Afder Zone Secondary Schools, Somali Regional
State of Ethiopia ” and to identify major problems affecting the quality of education at this
level and to come up with some solutions that need to be considered for better quality
education. You are, therefore, kindly requested to fill in the questionnaire since the success of
this study directly depends up on your genuine responses to the questions.

General Instruction

 No need of writing your name.

 Simply respond by putting a tick (√) mark in a box.
 Give short answers for question items that are open-ended and write your answer on
the free page at the back by writing the question number if the space provided is not
enough.
 The information to be obtained will certainly be used only for academic purposes, i.e.
your responses will be kept confidential.

Thank you in advance for your cooperation

 82

I. Personal Information.

1. Place of work zone ________ district _____ Town __________ School __________

1. Sex Male □ Female □

2. Age in years A) Less than 25 □ B) From 26-30 □ C) From 31-35 □

D) From 36-40 □ E) More than 40 □

3. Qualification A) Grade 12 complete □ B) Graduated from TTI □

C) Diploma (two years of college education) □ D) First degree □

E) Other (Specify if there is any) __________________________
4. Field of Specialization major ______________ Minor ________________

5. Your experience if you have served as a teacher(in years)

A) From 1-5 □ B) From 6-10 □ □

C) From 11-15

D) From 16-20 □ E) From 21-25 □ F) More than 25 □

6. Your experience in the field of education as educational administrator(in years)

A) From 1-5 □ B) From 6-10 □ C) From 11-15 □

D) From 16-20 □ E) From 21-25 □ F) More than 25 □
 83

Table-1: responses of principals towards the attitude of teachers and students in learning

Direction- The following items are teachers and students towards teaching and learning.
Please forward your opinion putting tick mark (√) under the representative number of the
given alternatives.

a. Teachers

Item Responses
The perception of teachers towards teaching and learning

Very high
High
Medium
Low
Very low

b. Students

Item Responses
The perceptions of teachers towards teaching and learning

Very high
High
Medium
Low
Very low
 84

Table-2: Views of respondents regarding the degree of difficulty and relevance of the
curriculum.

Direction: the following items were responses of respondents regarding the degree of
difficulty and relevance of the curriculum. Please forward your opinion by putting tick mark
(√) under the representative number of the given alternatives.

No Items Responses

1 What is your opinion regarding the difficulty of the curriculum for

secondary education as compared to students’ previous knowledge?
Very difficult
Difficult
Medium
Simple
Very Simple
Total
2 How much do you agree that the curriculum is relevant to the
respective grades in terms of students, needs?
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
Total
3 Can the portion be covered with in the allotted time?
Yes
No
No Knowledge
Total
 85

Table 3 Views of teachers regarding students in the language of instruction.

Direction- the following items are teachers towards students in the language of instruction.
Please forward your opinion putting tick mark (√) under the representative item of the given
alternatives.
No Items
Responses

1 The degree of proficiency of students in the language of

instruction.

High
Medium
Low
No Knowledge
2 If your answer to question number ‘1’ is low, to what extent does
this affect their learning of other subjects?
Highly
Moderately
Minimally
Not at all
No knowledge
3 The reason for low proficiency of the students in English is:
Lack of back ground knowledge
Lack of interest in English
Shortage of qualified teachers
English is difficult by nature
All
4. What should be done to improve the proficiency of students in the instructional language?

A) ___________________________________
B) ___________________________________
C) ___________________________________
 86

Table 4 qualification of teachers and the reasons which cause shortage of qualified teachers.

No Items
Responses

1 Are the teachers in your school qualified for the

level they are teaching?
Yes
No
No response
Total
2 Could higher turn-over be a cause for shortage of
qualified teachers?
Yes
No
No Knowledge
Total
3 If your answer to item number 2 is yes. Teachers
leave their profession due to:
Lack of motivation
Teaching is tiresome
Low prestige
Student discipline problem
Lack of opportunity to grow and develop
Other
Total

Table 5 Availability of school facilities in the secondary schools

Direction- the following items are teachers towards textbook school facilities. Please forward
your opinion putting tick mark (√) under the representative item of the given alternatives.

No Items Responses

Which of the school facilities is available in your school?

1 Water
2 Latrines
3 Clinic
4 Pedagogic Center
5 Laboratory
6 Library
7 None
8 No response
 87

Table 6 the responses of school principals regarding type of shift the school operates.

Direction- the following items are school principals towards the type of shift system the
school operates. Please forward your opinion putting tick mark (√) under the representative
item of the given alternatives.
No Items
Responses
1. How many shift(s) do your school uses to carry out the teaching-learning
process?
Morning
Afternoon
Both
No response
2. What can you say about the availability of instructional materials in your
school?
Adequately available
Moderately available
In adequately available
Not available at all
3. The average number of students in a class in your school?
Below 50 Students
51-60
61-70
71-80
Above 80
4. Problems of large class size
Lack of effective communication
Difficulty to identify students with special problems
Problems of classroom management
Suffocation problem
All are true
Others
 88

Table 7 Responses of teachers concerning the competence of the school principals and the
presence of quality education.

Direction- The following items are teachers towards the competence of school principals.
Please forward your opinion putting tick mark (√) under the representative item of the given
alternatives.

No Items Responses

1 The competence of the principals in school leadership?

High
Moderate
Low
No knowledge
2 If your answer to item number 1 is low, what is its effect on quality of
education?
High
Medium
Low
No knowledge
3 There is problem of quality of education at present. Do you agree with
the idea?
Agree
Disagree
No response
Total
 89

Table 8: Suggested factors for the low-level of quality education.

Direction- The following items are the factors that affect quality education. Please forward
your opinion putting tick mark (√) under the representative number of the given alternatives.

No Items Responses

1 Shift system
2 Large no of students in a class
3 Low qualification of teachers
4 Poor in language of instruction of students
5 Heavy teaching load
6 Shortage of teaching materials/facilities
7 Irrelevance of the curriculum
8 Low attitude of teachers towards teaching
9 Low attitude of students towards learning
10 Poor quality of examination
11 Low Competence of school principals

12. Others

A) _________________________________________

B) _________________________________________

C) _________________________________________
 90

Table 9: Suggested ways to improve quality of Education.

Direction- The following items are teachers towards the mechanisms of improving quality
education. Please forward your opinion putting tick mark (√) under the representative number
of the given alternatives.

No Factors Responses

1 Change content of the curriculum to make it relevant

2 Minimize the teaching load
3 Teachers should be carefully recruited
4 Teachers should be favored economically and psychologically
5 Minimize the number of students in a class
6 Avoid the shift system
7 Provide enough teaching materials/facilities
8 Examination should be more of practical
9 Improving knowledge of students in the language of instruction
10 Paying attention to school management

11. Others

A) ______________________________________________

B) ______________________________________________

C) ______________________________________________
 91

APPENDECIES-B
HARAMAYA UNIVERSITY

Postgraduate Program Directorate

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
Questionnaires to be filled by Teachers
The main objective of this questionnaire is to collect necessary information for the study “In-
school factors affecting quality education in Afder Zone Secondary Schools, Somali Regional
State of Ethiopia ” and to identify major problems affecting the quality of education at this
level and to come up with some solutions that need to be considered for better quality
education. You are, therefore, kindly requested to fill in the questionnaire since the success of
this study directly depends up on your genuine responses to the questions.

General Instruction

I. No need of writing your name.

II. Simply respond by putting a tick (√) mark in a box.
III. Give short answers for question items that are open-ended and write your answer
on the free page at the back by writing the question number if the space provided is
not enough.
IV. The information to be obtained will certainly be used only for academic purposes,
i.e. your responses will be kept confidential.

Thank you in advance for your cooperation

 92

I. Personal Information.

1. Place of work zone ________ district _____ Town __________ School __________

2. Sex Male □ Female □

3. Age in years A) Less than 25 □ B) From 26-30 □ C) From 31-35 □
D) From 36-40 □ E) More than 40 □
4. Qualification A) Grade 12 complete □ B) Graduated from TTI □
C) Diploma (two years of college education) □ D) First degree □
E) Other (Specify if there is any) __________________________

5. Field of Specialization major ______________ Minor ________________

6. Your experience if you have served as a teacher (in years)

A) From 1-5 □ B) From 6-10□ C) From 11-15 □

D) From 16-20 □ E) From 21-25 □ F) More than 25 □
7. Your experience in the field of education as educational administrator (in years)

A) From 1-5 □ B) From 6-10 □ C) From 11-15 □

D) From 16-20 □ E) From 21-25 □ F) More than 25 □
 93

Table-1: Views of respondents regarding the degree of difficulty and relevance of the
curriculum.

Direction: the following items were responses of respondents regarding the degree of
difficulty and relevance of the curriculum. Please forward your opinion by putting tick mark
(√) under the representative number of the given alternatives.

No Items Responses

1 What is your opinion regarding the difficulty of the curriculum for

secondary education as compared to students’ previous knowledge?
Very difficult
Difficult
Medium
Simple
Very Simple
Total
2 How much do you agree that the curriculum is relevant to the
respective grades in terms of students, needs?
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
Total
3 Can the portion be covered with in the allotted time?
Yes
No
No Knowledge
Total
 94

Table 2 qualification of teachers and the reasons which cause shortage of qualified teachers.

No Items
Responses

1 Are the teachers in your school qualified for the

level they are teaching?
Yes
No
No response
Total
2 Could higher turn-over be a cause for shortage of
qualified teachers?
Yes
No
No Knowledge
Total
3 If your answer to item number 2 is yes. Teachers
leave their profession due to:
Lack of motivation
Teaching is tiresome
Low prestige
Student discipline problem
Lack of opportunity to grow and develop
Other
Total
 95

Table -3 response concerning textbook provisions

Direction- the following items are respondents’ response towards textbook provisions. Please
forward your opinion putting tick mark (√) under the representative item of the given
alternatives.

No Item Responses

1 Is there shortage of Text-book in your school?

Yes
No
No response
2 What is the pupil-book ratio of the textbook in your school?
1:1
1:2
1:3
1:4
1:5
No response
3 As a result of shortage of textbooks, is instructional time wasted in
our school?
Yes
No
No response
 96

Table 4 responses regarding methods of evaluation of students’ activities.

Direction- the following items are respondents’ response towards method of evaluation
teachers’ use. Please forward your opinion putting tick mark (√) under the representative item
of the given alternatives.

No Item
Responses

1 What methods do teachers use in evaluation activities?

Give Exercises
Give rests
Give final exam
All
2 Do teachers check the students’ homework and class work regularly?
Yes
No
No response
3 If teachers do not check the students’ by themselves, why?
The number of students is very large in a class
Lack of time
Due to large no of students and lack of time
Others
No response

Table 5 Availability of school facilities in the secondary schools

Direction- the following items are teachers towards textbook school facilities. Please forward
your opinion putting tick mark (√) under the representative item of the given alternatives.

No Items Responses

Which of the school facilities is available in your school?

1 Water
2 Latrines
3 Clinic
4 Pedagogic Center
5 Laboratory
6 Library
7 None
8 No response
 97

APPENDECIES-C

HARAMAYA UNIVERSITY

Postgraduate Program Directorate

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaires to be filled by Students

The main objective of this questionnaire is to collect necessary information for the study “In-
school factors affecting quality education in Afder Zone Secondary Schools, Somali Regional
State of Ethiopia ” and to identify major problems affecting the quality of education at this
level and to come up with some solutions that need to be considered for better quality
education. You are, therefore, kindly requested to fill in the questionnaire since the success of
this study directly depends up on your genuine responses to the questions.

General Instruction

I. No need of writing your name.

II. Simply respond by putting a tick (√) mark in a box.
III. Give short answers for question items that are open-ended and write your answer
on the free page at the back by writing the question number if the space provided is
not enough.
IV. The information to be obtained will certainly be used only for academic purposes,
i.e. your responses will be kept confidential.

Thank you in advance for your cooperation

 98

I. Personal Information.

1. Woreda ________ Town __________ School __________

2. Sex Male □ Female □

3. Age in years A) Less than 25 □ B) From 26-30 □
C) From 31andabove □

Table -1 response concerning textbook provisions

Direction- the following items are respondents’ response towards textbook provisions. Please
forward your opinion putting tick mark (√) under the representative item of the given
alternatives.

No Item Responses

1 Is there shortage of Text-book in your school?

Yes
No
No response
2 What is the pupil-book ratio of the textbook in your school?
1:1
1:2
1:3
1:4
1:5
No response
3 As a result of shortage of textbooks, is instructional time wasted in
our school?
Yes
No
No response
 99

Table 2 Responses regarding the language used by the teachers in teaching them.

Item Responses
Language used by majority of the teachers
English
Amharic
English and Amharic
Af-Somali
English, Amharic and Af-Somali
Total

Table 3 responses regarding methods of evaluation of students’ activities.

Direction- the following items are respondents’ response towards method of evaluation
teachers’ use. Please forward your opinion putting tick mark (√) under the representative item
of the given alternatives.

No Item
Responses

1 What methods do teachers use in evaluation activities?

Give Exercises
Give rests
Give final exam
All
2 Do teachers check the students’ homework and class work regularly?
Yes
No
No response
3 If teachers do not check the students’ by themselves, why?
The number of students is very large in a class
Lack of time
Due to large no of students and lack of time
Others
No response
 100

Haramaya University
Postgraduate Program Directorate
College of Education and Behavioral Sciences
Department of Educational Planning and Management
Interview guide questions
To be presented to school supervisors.
The objective of this interview is to collect necessary information for the study “In-school
factors influencing quality education in Afder Zone Secondary Schools, Somali Regional
State of Ethiopia ” and to identify major problems affecting the quality of education at this
level and to come up with some solutions that need to be considered for better quality
education. In so doing conditions like students capacity and motivation to learn, teachers’
knowledge and skill, motivation, relevance and development of curriculum, availability of
infrastructures or school facilities, capacity of principal leadership, and language of
instruction, etc. will be thoroughly discussed.

Since your contribution to the success of this study is highly valued you are kindly requested
to honestly respond to the interview questions presented and the student researcher would like
to assure that your responses are strictly confidential.

Thank you in advance for your cooperation

 101

I. Interview guide questions

1. How do you evaluate secondary education students’ motivation and capacity to learn?
2. Do teachers provide academic support with the needy students
3. If your answer to question number 2 is ‘No’, what do you think is (are) the reason(s)?
4. Do all the secondary school teachers have adequate qualification for the subjects and
grades they teach?
5. If your answer to question number 4 is ‘No’, what proportions of them are qualified for
the level?
6. If the teachers are not qualified for the level, do you think that students acquire skills
and knowledge they need from them?
7. What is your suggestion to improve under qualification of teachers?
8. Do all the teachers in the school teach in the subject(s) they are qualified?
9. What is the attitude of teachers towards teaching?
10. What is the maximum number of students in a class?
11. What problems do overcrowded create on the teaching-learning process?
12. Are instructional materials adequately available?
13. Are textbooks sufficiently available? If No, what problems are created?
14. Is the content of the curriculum relevant to students’ needs? What is the awareness of
the students in this matter?
15. How is competence of the principal in school leadership?
16. During which time the schools to carry out the teaching-learning process?
17. If the schools carryout during afternoon, do you think that students and teachers have
got motivation in the teaching-learning process?
18. How is the proficiency of students in the language of instruction?
19. If your answer to question number 18 is ‘Low’, what do you think is the reason?
20. Do you think that there is a problem of quality of secondary education at present?
21. If your answer to question number 20 is ‘Yes’, what should be done to improve quality
of education?
 102

Haramaya University
Postgraduate Program Directorate
College of Education and Behavioral Sciences
Department of Educational Planning and Management

Observation checklist (Presence of qualified teachers, Quality of school infrastructures or

facilities, classroom, Pedagogical center, Laboratory, Library, Water and Latrine).

1. Teachers
A. Are all the teachers qualified for the level they are teaching?
B. Do all the teachers teach in their subject of specialization?
C. If there are teachers who teach subject(s) other than their specialization, what are
those subjects?
2. Classroom
A) Are there enough classrooms in the school?
B) Are the number of students in a classroom appropriate?
3. Pedagogical center
A) Is there pedagogical center in the school?
B) If there is pedagogical center, does it provide adequate service?
C) If there is no pedagogical center, what is the reason?
D. Is there any effort to establish it?
4. Laboratory
A. Is there a laboratory in the school?
B. Does it have enough facility (size, chemical, water…?)
C. Is the laboratory supported by laboratory technician?
D. If there is no laboratory, is there any effort to establish it?

5. Library
A. Is there a library in the school?
B. Does it have enough facility?
C. Is the library supported by library technician?
D. If there is no library, is there any effort to establish it?
 103

6. Quality of school infrastructure/Facilities

A. Are there enough classrooms in the school?

B. Are there enough Pedagogical centers in the school?

C. Is there enough Water and Latrine in the school?

D. If there is no infrastructure/school facility, is there any effort to fulfill it?