STAKEHOLDERS’ CONTRIBUTIONS AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAM IMPLEMENTATION: THE CASE OF PRIMARY SCHOOLS

This study aims to identify the challenges and extent of stakeholders’ contributions to the implementation of the school improvement program in primary schools. An explanatory sequential design was used with mixed research methods (QUAN→qual). Primary data were obtained from students, teachers, principals, and school improvement committees. However, secondary data were obtained via document analysis. A total of 571 (14.2%) sample size was comprised of 99(24.1%) teachers, 396(11.4%) students, 32(10%) principals, and 44(10%) committee members. A simple random sampling - lottery method was employed as a technique. A self-developed close and open-ended questionnaire was used with a combination of semi-structured interviews. Mean, SD, one-way ANOVA, and post hoc comparisons were used as a method of analysis at 0.05 significance level. As the results of the study, the stakeholders moderately contributed to the implementation of the program and, hence, there is statistically no significant view difference about their contributions. However, scarcity of instructional materials, lack of adequate budgets, improper utilization of school grants, absence of incentive mechanisms, and failure to search for additional budgets are found as the major hurdles. Moreover, these challenges significantly hinder the program implementation. Therefore, it is recommended to the education sector to properly apply the school improvement program Blue Print and framework, adopt incentive packages, link the program with teachers’ appraisal system, and timely release of grant budgets. On top of that, higher education institutions are advised to revise curriculum for course - 'school and society’ and encourage staff to design and implement school development projects.  Article visualizations

PROVISION OF QUALITY EDUCATION IN SECONDARY SCHOOLS: AN INVESTIGATION OF FACTORS

The purpose of this study was to investigate factors hindering the provision of quality education in government secondary schools. The study employed a mixed-method (QUAN+qual) with a descriptive survey design. Probability-simple random and non-probability-available and purposive sampling techniques were used. A study comprised a total of 1913 population, and 483 samples i.e. 6 headteachers, 114 teachers, 324 students, 21 parents, and 18 community representatives using Yemane formula. Quantitative and qualitative data were collected through questionnaires, interviews, observation, and document analysis for triangulation. Descriptive (i.e. percentage, mean & Standard deviation) and inferential statistics (i.e. independent sample t-test) were used as a method of analysis. A test of significance employed as finding showed that except for school environment facility and resource-related factors, other factors had an insignificant effect on the provision of quality education. The findings from the descriptive analysis showed that there was a lack of professionally qualified teachers, lack of instructional resources, low participation of parents and community, low motivation of teachers, low-level implementation of active learning methods, lack of transparency among staff and shortage of administrative staffs. Therefore, the study recommended that the government should facilitate professional skill training for teachers, provides adequate instructional resources, and should employ qualified teachers to help the head teachers to adapt lucidity in secondary schools. The local government should also seek out the ways for unemployed citizens and revise ethical courses in an offer to improve the characteristics of students