Teacher-reported quality of schooling indicators in Botswana primary schools: an exploratory study
Loading...
Date
2015
Authors
Ntinda, Kayi
Ntinda, Magdalene Nakalowa
Mpofu, Elias
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This study examined teacher self-reported views on quality indicators in Botswana
primary schools. A purposively selected sample of primary school teachers in the city
of Gaborone, Botswana (N = 72, females = 56; males = 16; mean age = 39 years, SD
= 7.17 years; mean years of service = 15.6; SD= 8 years; public schools = 65%; private
schools = 35%), completed a survey on their perceptions of quality of education
indicators relevant to their school setting. Data were analyzed by type of school
contrasting private and public schools. Findings suggest teachers in public schools
to associate the use of teacher-led student supports as important quality indicators
whereas those in private school consider access to learning materials significantly
more important than other learning context variables. Type of school influenced
perceptions of quality of schooling indicators in Botswana primary schools.
Description
Keywords
Teaching and learning resources, Quality of schooling, Quality of education indicators, Botswana primary schools, Student supports
Citation
Ntinda, K., Ntinda, M. N., & Mpofu, E. (2015). Teacher-reported quality of schooling indicators in Botswana primary schools: an exploratory study. Perspectives in Education, 33(1), 117-130.