American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(3), 248-253
DOI: 10.12691/education-4-3-4
Open AccessArticle

Teachers’ Perception toward Quality of Education and Their Practice: The Case of Godar Secondary Schools, Ethiopia

Asrat Dagnew1, and Aster Asrat1

1Bahir Dar University, Ethiopia

Pub. Date: March 14, 2016

Cite this paper:
Asrat Dagnew and Aster Asrat. Teachers’ Perception toward Quality of Education and Their Practice: The Case of Godar Secondary Schools, Ethiopia. American Journal of Educational Research. 2016; 4(3):248-253. doi: 10.12691/education-4-3-4

Abstract

The purpose of this study was to investigate teachers’ perception and practice toward quality of education in secondary schools of Gondar. In order to attain this objective, the following questions were raised: how do teachers perceive quality education, what is the relationship between teachers’ perception process and their practice and the challenging constraints to quality of education. To this effect, descriptive survey method was employed. The information used in this study was obtained through questionnaires, focus group discussions and observation. Purposive sampling technique was employed to select 103 teachers (87 male and 16 female). Six sections of classrooms were observed and two group discussions carried out with department heads (23 participants of male teachers) into two secondary schools. Data were analyzed by both Descriptive and inferential statistics through percentages, t-test, correlation and one-way repeated measures ANOVA. Results indicated that teachers’ value input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching-learning processes revealed that, as teachers’ perception toward quality teaching-learning process increases their practice of elements of constructivism also increases. Finally, recommendations were forwarded on the basis of the findings that teachers view the quality of education in terms of input.

Keywords:
teachers perception quality of education and practice

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