The status of quality of education in government secondary schools: the case of ilubabor zone, oromia regional state

Abstract

The purpose of this study was to assess the status of quality education in terms of input, process and output in general of secondary school of Ilubabor Zone. This study used both quantitative and qualitative methods. Among the 28 government secondary schools found in the Zone, 8(30%) were taken as a sample by using simple random sampling technique. The sample sizes of teachers 94 (30%) were selected by using simple random sampling technique and 129 students representative were purposefully selected. Then, secondary school external supervisors (7), school principals (8) and deputy principals (8) were included by using purposive sample. The instruments of data collection were; questionnaires, structured interview, observation and document analysis. The data were analysis by frequency, percentages, mean, standard deviation and chi-square test. The data gathered through open –ended questions, interviews, observation and document analysis were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated that the status of quality of education in secondary schools of Ilubabor Zone is low when it was evaluated from the point of Input indicators; shortages of educational facilities and infrastructure, instructional materials, in-service professional training for teachers and large class size. process indicators; incompetent leadership and absence of implementing the students centered, out put indicators; low promotion and high repetition rates of students, increased dropout rate of student’s and low performance of students in terms of national examination and the challenges; lack of pupil interest in education, low interest of teachers in teaching profession, poor school management system and low participation of parents in the school issue. Finally, necessary recommendations were given to overcome the problem and provide quality education. Provide the schools with necessary educational facilities and instructional materials arrange various training and discussion opportunities to capacitate teachers build extra classroom and recruit extra teachers and the leaders of secondary schools need to have built their capacity