ASSESSING THE STATUS OF INTERNAL EFFICIENCY IN PUBLIC SECONDARY SCHOOLS OF CENTRAL ZONE OF TIGRAY, NORTHERN ETHIOPIA

Abstract

The purpose of this study was to assess the status of internal efficiency in public secondary schools of Central zone, Tigray regional state. A descriptive survey method was employed and both primary and secondary data sources were used. As primary sources data were collected from 128 sample students, 64 sample teachers, 5 principals, and 5 PTSA of sample schools. In addition, document reviewed including records that show the enrolment, repetition and promotion of students at different years, at each sample schools were also used as secondary sources. With regard to the sample and method of sampling, available, purposive, strata and simple random sampling methods were also used. In order to collect data, four data collection instruments were used: questionnaire, interview, document analysis and observation checklists. To analyze data, mixed approaches were used. Quantitative data collected through questionnaire was analyzed by using mean scores, frequency, percentage and independent t-test analysis were used to compare the significance difference of students’ and teachers’ responses from SPSS version 20. The study found by reconstructed cohort analysis showed that 69.93 coefficient of efficiency and average promotion rate was 94.25%, repetition rate was 3.81%, and dropout rate was 1.94 at fluctuating trend which is not persistent or consistent. Zonal trends of secondary education in relation to educational wastage of school have indicated that oscillating from years to years. Repetition trend of females in the sampled woredas were higher than male counterpart as of the zonal trend. But in some years, females’ dropout rates in all of the given grades were partially equivalent to boys. The researcher concluded that the trend of dropout rate at zone, woredas and sampled secondary schools were highly characterized by ups and downs that could be major problem to zonal. Based on the research findings the researcher identified many causes and factors for repetition rate and dropout rates, such as school related factors, parental related factors, principals related factors, teachers related factors, student related factors, and teachinglearning related factors were the main problems of dropouts and repetitions rates respectively. School based factors began with the school mapping process. When the schools were established, all school sites were selected by local leaders rather than experts. Regarding the principals practice of roles; usually focus on urgent meeting and ordering, gathering data, evaluating and reporting by themselves. Principals should reevaluate how education wastage is managed and deployed to make sound influence over subordinates to tackle students’ dropout and repetition. To solve the problems, the researcher recommends, actions to enhance parents’ literacy and parents’ awareness program and enhance school resources and facilities. Besides, school administrators have to be committed to work hard, with families of the students, teachers and communities to provide persistent follow up, creating conducive school environment, providing guidance and counseling services and play roles to increase enrollments, and promotion and decrease repetitions and dropouts respectively. Finally, the Ministry of Education, Regional Educational Bureau, Woreda Education Offices, donors and schools in collaboration with responsible leaders at different levels of authorities have to work in collaboration and provide close follow up and support to secure a consistent increasing trend toward school efficiency.