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dc.contributor.authorNtinda, Kayi
dc.contributor.authorNtinda, Magdalene Nakalowa
dc.contributor.authorMpofu, Elias
dc.date.accessioned2016-07-21T11:54:26Z
dc.date.available2016-07-21T11:54:26Z
dc.date.issued2015
dc.identifier.citationNtinda, 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.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3774
dc.description.abstractThis 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectTeaching and learning resourcesen_ZA
dc.subjectQuality of schoolingen_ZA
dc.subjectQuality of education indicatorsen_ZA
dc.subjectBotswana primary schoolsen_ZA
dc.subjectStudent supportsen_ZA
dc.titleTeacher-reported quality of schooling indicators in Botswana primary schools: an exploratory studyen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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