Status of Educational Inputs in Secondary Schools: Implication for Quality Education
DOI:
https://doi.org/10.20372/star.v12i3.05Keywords:
Inputs, Quality, Educational Inputs, Educational QualityAbstract
This study aimed to determine the status of educational input in secondary schools in three Wollega zones. A descriptive survey design was used to conduct the study. The data were collected using questionnaires, interviews, and observations. The principals of the schools, teachers, and students have participated in this study. Data analysis was supported by SPSS software. In addition, information obtained from the interviews was narrated. Photographs obtained from the observation of schools were also presented as evidence where they were found to be necessary. The results of the study indicated that different infrastructures were not adequate to effectively deliver quality education in the secondary schools of the Wollega zones. Teaching materials and facilities were insufficient to deliver quality teaching in secondary schools. About 83.7% of secondary school teachers had below-standard educational qualifications, and some of them had no professional teacher training. There was a limited school budget, and an insignificant amount was utilized directly for the teaching-learning process. The findings suggest that the government and the general public work cooperatively to equip schools with the necessary inputs to increase students' learning quality in general and their academic achievement in particular.
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