Tag Archives: Quality of Education

Influence of Delegation of Responsibility in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania (Published)

This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education.  To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and document analysis schedule. Cronbach alpha was used to test reliability, while content validity was used to test validity. Data was analyzed using both descriptive statistics by frequency, mean scores, standard deviation; and inferential statistics by the use of Chi-square tests technique. The study findings revealed that delegation of responsibility fosters shared leadership responsibility between head of schools and experienced teachers, as well as develops accountability and commitment among the teaching staff. The study concluded that the delegated teachers in different responsibilities are not given decision making powers. It was also concluded that head of schools delegates responsibility to some of the teachers especially the experienced ones than the new teachers. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

Keywords: Participative leadership style, Quality of Education, delegation of responsibilities

Influence of Collective Decision Making in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania (Published)

This study addressed the influence of collective decision-making in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was guided by participative system theory. The correlation survey design was adopted to establish the influence of collective decision-making on improving the quality of education.  To this end, two hundred and ninety-one (291) respondents from 18 public secondary schools were selected in the mix of stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, one hundred and eighty (180) teachers, and seventy-two (72) students. The study collected data by using multiple instruments such as questionnaires for teachers, students, and academic masters/mistresses, interview schedules for district education officers and headmasters/mistresses, and document analysis schedules. Descriptive statistics such as mean scores, standard deviations, frequencies, and percentages summarized data collected. Multiple Regression Analysis technique was used to analyze inferential statistics by testing hypotheses. The study findings revealed that collective decision-making is the crucial strategy of involving teachers and students in participative leadership by making them be part of the solution to the education challenges confronting the education sector. The academic masters/mistresses appeared to be more involved in collective decision-making than teachers and students. The study concluded that there is an existence of contradiction of application of collective decision making due to the manifestation of a top-down leadership system based on directive decisions from the highest authority. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy that will guide headmasters/mistresses towards implementing the collective decision making by involving teachers and students for improving the quality of education in public secondary schools.

Keywords: Participative leadership style, Quality of Education, collective decision making

Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana (Published)

In our world today, education has gained the recognition as one of the ways of enhancing standards of living and achieving developmental goals. The double tract system was an intervention strategy which was introduced by the government of Ghana to help solved the challenges involved in the Free Senior High School policy programme. This study sought to identify the successes and challenges of the double track system in senior high schools in Sekyere central district. The study used a descriptive cross-sectional survey and quantitative method to collect data from randomly sampled 150 teachers, 300 students and 150 parents in senior high schools in Sekyere central district. Structured questionnaire was used for the data collection. The results of the study showed that the double track system has led to improvement in teacher-student ratio, increased contact hours, efficient use of school resources and the employment of new teachers. On the contrary, the study identified inadequate stakeholders’ consultation prior to its implementation, inadequate provision of logistics and funds by the governments, incompletion of syllabus owing to increased number of holidays, difficulties in maintaining school facilities as a result of all year usage as the major challenges confronting the implementation of double track system. Moreover, majority of teachers perceived that the intervention has not positively affected quality of education at the senior high school because of several setbacks whiles majority of parents and students were of the view that the intervention has positively affected quality of education at the senior high school level. I therefore recommend that government should ensure adequate supply of resources for effective management of this programme in the various senior high schools.

Citation: Benedict Osei-Owusu  and Akenten-Appiah Menka (2021) Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana, British Journal of Education, Vol. 9, Issue 9, pp.18-30

Keywords: Challenges, Perception, Quality of Education, Senior High School, Successes, double track system

Language of Instruction in Kenya: Focus On Lower Primary in Schools in Rural Areas (Published)

The use of mother tongue as a language of instruction debate has been ongoing in Kenya as well as in other African countries with no consensus from researchers and policy makers. This paper focuses on the use of mother tongue in lower primary in schools in rural areas in Kenya and the reasons for deviations from guidelines that recommend the use of language of the catchment area in classes 1-3. This paper maintains that the use of mother tongue in the early years of schooling provides basic literacy skills necessary for learning in other subjects. Despite the benefits of use of mother tongue as the language of instruction in lower primary in schools in the rural areas, many primary schools in Kenya hardly use it for instruction. Not only does this paper recommend the use of mother tongue in lower primary in schools in rural areas in Kenya but also proposes that teachers perform the crucial role of enabling parents and other stakeholders in the education sector understand how mother tongue benefits the learner in the teaching learning process.

Keywords: Language of Instruction, Literacy, Mother tongue, Quality of Education, cognitive development, learner participation

INPUT – OUTPUT RELATIONSHIP AND THE QUALITY OF EDUCATION IN DAY SECONDARY SCHOOLS IN KENYA (Published)

The purpose of the study was to evaluate the extent to which school inputs affect quality of education in day secondary schools in Kenya. The study was carried out in eighteen-day secondary schools in Kisumu County. The input-output relationship or Education Production Function (EPF) was used in this study. Data was analyzed using multiple and Stepwise regression analysis. SPSS Statistical Package was used to determine regression coefficients of the results. From the stepwise regression analysis, it was found that one per cent increase in instructional material supplied will improve the performance of day secondary schools in the district by 0.4827 percent, while one percent increase in laboratory equipment expenditure will improve performance by 0.2313.One percent decrease in teacher-pupil ratio was found to improve performance by 0.3357 percent, while one percent increase in student average admission score would improve the performance by 0.3650 percent. Head teacher’s qualification and experience and teacher`s qualification and experience were found to be statistically insignificant at 0.05 confidence level in a two tailed test.

Keywords: Day secondary Schools, Input- Output Relationship, Quality of Education, Regression Analysis