Ntinda, KayiNtinda, Magdalene NakalowaMpofu, Elias2016-07-212016-07-212015Ntinda, 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), 117-130.0258-2236 (print)http://hdl.handle.net/11660/3774This 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.enTeaching and learning resourcesQuality of schoolingQuality of education indicatorsBotswana primary schoolsStudent supportsArticleFaculty of Education, University of the Free State