Abstract
This qualitative case study assessed the status of education quality in three government secondary schools in the Yem Zone, Central Ethiopia, exploring the perspectives of principals, teachers, and students. The study was grounded in a constructivist paradigm, acknowledging the subjective realities of the participants. Data was collected through semi-structured interviews, focus group discussions, and observations, analyzed using a deductive thematic approach. Findings revealed that education quality was poor, hampered by a complex interplay of input, process, and output factors. Key challenges identified included a scarcity of teaching and learning resources, such as textbooks, laboratory facilities, and qualified teachers in certain subjects. The teaching-learning process primarily relied on traditional, teacher-centered methods, further hindered by teachers' limited classroom management skills. Students exhibited low academic performance in national examinations, though classroom grades were generally good. Factors contributing to poor education quality encompassed inadequate educational inputs, ineffective teaching practices, and low motivation among both teachers and students. The study recommends urgent interventions, including the provision of essential resources, improvement of teacher training programs, and strategies to enhance teacher and student motivation. These findings highlight the need for a holistic approach to improving education quality, addressing not just assessment outcomes but also the underlying factors influencing student learning.
Published Version
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