The State of Quality Education Dimensions in Ethiopia: In the Framework of School Facilities, Class Size, Parent Support, Teacher Competence, and School Principal Leadership, Comparative Study

Abstract

This study investigated the ‘State of Quality Education Dimensions in Ethiopia in the Framework of School Facilities, Class Size, Parent Support, Teacher Competency, and School Principal Leadership’. A random sampling technique was used to select 8 Districts from Amhara and Oromia Regional states. To make the research manageable and achieve the desired result, 33 schools from 8 Woredas has been selected as a sample through purposive sampling technique from both regional states, which is four Woredas’ from each region. Thus, the whole study populations have been classified into three groups (teachers and student) for quantitative study and leaders to qualitative (In-depth and Key informant interview). Out of which, 64 teachers (22 from Amhara and 42 from Oromia), and 384 students (132 from Amhara and 252, from Oromia), were selected through random sampling method. In addition, 33 school directors and senior teachers, 8 Woreda supervisors were selected through purposive sampling to get their opinion and response in the formal interview session on various academic issues.  The finding also indicated that the absence of sufficient facilities, low commitment of teachers for the teaching profession, poor classroom environment, poor administrative support, and lack of participation in decision making in school affairs and low salary were considered as the major causes of teacher turnover in sampled intervention schools in both regional states. The finding indicates the parental role which could be beneficial for enhancing the schooling of their students. Furthermore, the finding indicated better parent-teacher communication and better parental involvement in school affairs. But, still it needs well-structured and organized parent involvement in the school teaching learning process. The result obtained from the baseline survey depicted that, overcrowded classroom, poor classroom condition characterizes the sampled intervention schools in both regions. Despite overcrowded classroom, there is good follow-up of teachers and timely assessment and feedback in the sampled schools. Schools with good facilities perform significantly better on tests and in the knowledge and use of materials. In this respect, majority of survey participants confirmed serious shortage of textbook and reading reference, toilet facilities, library and laboratory, computer and internet room in their respective sampled intervention schools in both regional states. The assignment of untrained and in-experienced educational leaders can contribute to low efficiency of the educational system. It is, therefore, possible to conclude from the finding of baseline survey of sampled intervention schools that all school principal leadership competencies were favorably rated by both respondents. That does not mean all school principals are capable enough to lead the school. Therefore, needs further training and workshop particularly on transformative leadership styles which is the recent phenomena and leadership paradigm to build school leaders’ capacity. Recommendations were made on how to promote further development of quality education in the framework of school facilities, classroom size parent support, teacher competency and school principal leadership in the intervention school of Two regional states.