Exploring teachers’ perceptions of the relationship between resource availability and student performance in Lesotho post-primary schools
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Date
2020-01
Authors
Makhate, Maseeiso Gracie
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
As indicated in Section 28(a) of the Lesotho Constitution, every Mosotho child has the right to the attainment of quality education. To enable quality education, the government has taken various measures to provide resources for effective and efficient teaching and learning. Based on my interest concerning the connection between the availability of resources and the attainment of quality education, I explored teachers’ perceptions of the relationship between the availability of resources and student performance in Lesotho post primary schools in this study. In the undertaking of this study, I conducted a literature review to gain an understanding of what is perceived as relevant resources for the basic functioning of a school, and by implication, for the delivery of quality education. Within the Lesotho context, it was found that quality education can be associated with the Constitution’s statement that education should be aimed at the development of the entire human personality. Based on this understanding, I foregrounded Lesotho’s commitment as a signatory of the 2030 Agenda for Sustainable Development, to the Sustainable Development Goal #4, which is aimed at the provision of equitable and quality education that leads to relevant and effective learning outcomes. I complimented the literature review with a document analysis of documents I perceived relevant for the provision of quality education to all Basotho. My analysis of the Lesotho Constitution (1993), Education Act 2010, Education Sector Plan 2016-2026 and the Manual for Principals of Secondary and High Schools (2006) culminated in a policy framework that constitutes the different roles and responsibilities regarding the provision of resources towards quality education. In drawing on systems theory, the policy framework depicts not only the interconnectedness between various education-related policies, but foregrounds the interdependence of various role-players in the delivery of quality education. The delivery of quality education, however, remains dependent on these role-players assuming their assigned responsibilities in terms of the provision of resources, which in turn, are required for the provision of quality education. Guided by the literature review and the document analysis, I conducted two semi-structured interviews and two focus group interviews with participants from two Lesotho post-primary schools in the Berea district. The schools were selected based on their perceived status regarding resources. The one is perceived as well-resourced while the other is perceived as under-resourced. Data generation subsequently involved conducting interviews with the two principals, and having focus group interviews with five teachers from each participating school. The generated data assisted me in answering the main research question, namely what are teachers’ perceptions of the relationship between the availability of resources and student performance in Lesotho post primary schools? The findings revealed that the participants consider resources as very important for the delivery of quality education in the respective subjects they teach. They indicated that a lack of sufficient resources not only has an influence on the quality of teaching and learning, but by implication, on student performance as well. All the participants perceived resources, specifically teaching resources, at their respective schools as being insufficient for quality education. While the participants displayed agency regarding innovative ideas to address the lack of resources, they suggested that stakeholders such as the government through MoET, the school administration and the community at large should accept co-responsibility for the provisioning of sufficient resources for the attainment of quality education. The discussion of the findings was framed within systems theory’s advocacy for the school as an organisation in which various role-players should be working interdependently towards of quality education for all Basotho. The study concludes by proposing three suggestions for addressing the shortage or lack of resources in schools. In this regard, I advocate for teacher and principal associations to become more functional and active in spaces where challenges regarding resources can be deliberated, and where creative and innovative ideas for support can be generated. Framed within the understanding of a school as an organisation that remains dependant on various role-players to collectively contribute towards quality education, I suggest the strengthening of the relationship between the school and other stakeholders. In order to supplement the financial resources at a school, I also make some suggestions towards fundraising. In conclusion, this study reveals that teachers do perceive a close link between the availability of resources, the delivery of quality education and good student performance. While the availability of resources seems to be experienced as a problem within the context of teaching and learning, teachers are prepared to improvise and to generate creative ideas to account for insufficient resources so that quality education can continue and students can perform well.
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Keywords
Dissertation (M.Ed. (Education))--University of the Free State, 2020, Education, Higher - Lesotho, School management - Lesotho, Educational leadership - Lesotho, Quality education - Lesotho