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[Pages:257]FACTORS AFFECTING THE PROVISION OF QUALITY EDUCATION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN CENTRAL EQUATORIA STATE, JUBA COUNTY SOUTH SUDAN

MARTIN LOKU M?DI

Reg. N0. 1017977 A Thesis Submitted to the Faculty of Education in Partial Fulfillment of the Requirement

for the Degree of Master of Education in Administration and Planning

DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND PLANNING FACULTY OF EDUCATION

THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

NAIROBI APRIL, 2013

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DECLARATION

I, the undersigned, declare that this thesis is my work achieved through my own personal reading. It is my original work and to the best of my knowledge it has never been submitted to any college or university for award of academic degree. All information from other sources has been duly and respectfully acknowledged.

Name:

Fr. Martin Loku M?di

Signed:

__________________________________________________________________

Date:

__________________________________________________________________

This thesis has been submitted for examination with our approval as University Supervisors.

Name:

Sr. Dr. Marcella Momanyi

Signed: Date: Name:

Signed: Date:

Lecturer The Catholic University of Eastern Africa Faculty of Education __________________________________________________________________ __________________________________________________________________ Dr. Robert Kamau Part Time Lecturer The Catholic University of Eastern Africa Faculty of Education __________________________________________________________________ __________________________________________________________________

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DEDICATION

This thesis is dedicated to Khartoum Province, especially the Councilors who on behalf of the Province sponsored my studies and Brother Paulo Argauo, Provincial Bursar of Khartoum Province, who has been so understanding and financially supportive. Also, I know that having finished this thesis, my father, mother, brothers and sisters are happy in heaven.

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ABSTRACT

Quality has become the concern of educational policy-makers around the world as the heart of education. Lack of quality means basic educational needs go unsatisfied. This would create inability in learners lives and compromise their overall experience of living socially, culturally and economically. The purpose of this study was to examine the factors affecting the provision of quality education in public and private secondary schools in Central equatorial State, Juba County South Sudan. The study was guided by six research questions which were extracted from the review of related literature. These included: what is the role of a teacher in providing quality education? How does school leadership style influence the provision of quality education? To what extent do school physical environment, facilities and resources affect the provision of quality education? What is the role of parents/guardians and community members/ leaders in the provision of quality education in schools? What are the challenges facing the provision of quality education in public and private secondary schools in Central Equatoria State? What are possible effective ways to improve the provision of quality education in Central equatorial State? The study employed both descriptive survey and naturalistic designs and the target population was all students, teachers, head teachers, parents/guardians and community members/leaders. Stratified, simple random and snow ball sampling techniques were used to select respondents for the study. Questionnaires and interviews were used to quantitative and qualitative data. Besides, direct observation checklist and document analysis guide were also used to collect qualitative data information in school settings. The collected data was analyzed using quantitative and qualitative techniques. The quantitative data was analyzed using descriptive statistics involving frequencies and percentages to summarize data and it was presented using frequency distribution tables, pie charts and bar graphs. Meanwhile qualitative data was organized into themes and analyzed using narratives and direct quotations of the respondents views, experiences and information. The findings showed that there was lack of enough and professionally qualified and trained teachers, teaching and learning materials and teachers were not motivated due to low remuneration. The study concluded that the government of South Sudan should employ more professionally qualified and trained teachers to curb the problem of scarcity of teachers. It recommended that in order to solve the problem of teachers, the government should construct a Teacher Training College in the country to train teachers on various teaching subjects; it should motivate teachers by paying them reasonable salaries in order to raise their status in the country.

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ACKNOWLEDGEMENTS

I am very grateful first, to God for giving me good health since I started my Masters program. I am profoundly and greatly indebted to my academic supervisors, Sr. Dr. Marcella Momanyi and Dr. Robert Kamau for their guidance, patience, support and positive and constructive criticism. Without these, I would not have completed this study.

I thank the Ministry of Education, Science and Technology of Central Equatoria State, Juba County, for providing me with the information and for giving me a permit letter to enter schools to collect data from students, teachers, head teachers, parents/guardians and community members/leaders. Without such permission, the project would never have moved beyond its proposal stage. I hope they will find this study useful in improving their work.

My sincere gratitude goes to all the lecturers in the Department of Postgraduate Studies in Education, the Catholic University of Eastern Africa. I am especially thankful to the Department of Research for their academic support in improving my research instruments. Special acknowledgement goes to all the participants who cooperated so much during data collection. This study would not have been completed without their support.

Lastly, my gratitude and appreciation to friends both in Juba and Nairobi, especially Sr. Catherine Samoei for her friendship, support and encouragement and Augustine Kenyi, who helped me so much whenever I needed information about schools and students and most importantly for his support during data collection. To all those who contributed to the success of this study may God bless you all.

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TABLE OF CONTENTS

DECLARATION ......................................................................................................................... i DEDICATION ........................................................................................................................... iii ABSTRACT ............................................................................................................................... iv ACKNOWLEDGEMENTS ........................................................................................................ v LIST OF THE TABLES .......................................................................................................... xiii LIST OF FIGURES................................................................................................................... xv ABBREVIATIONS AND ACRONYMS ................................................................................ xvi

CHAPTER ONE INTRODUCTION..................................................................................................................... 1 1.1 Background to the Study ....................................................................................................... 1 1.2 Central Equatoria State ......................................................................................................... 3 1.3 The Context of Education in South Sudan ............................................................................ 5 1.4 Statement of the Problem .................................................................................................... 10 1.5 Research Questions ............................................................................................................. 12 1.6 Significance of the Study .................................................................................................... 12 1.7 Scope and Delimitation of the Study .................................................................................. 14 1.8.0 Theoretical Framework .................................................................................................... 15

1.8.1 Strengths of the Choice Theory.................................................................................... 16 1.8.2 Weaknesses of the Choice Theory ............................................................................... 17

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1.9 Choice Theory Characteristics in School ............................................................................ 19 1.10 Conceptual Framework ..................................................................................................... 20 1.11 Operational Definition of Key Terms ............................................................................... 25 1.12 Organization of the Study ................................................................................................. 26

CHAPTER TWO REVIEW OF RELATED LITERATURE............................................................................ 27 2.0 Introduction ......................................................................................................................... 27 2.1 Concept of Quality Education ............................................................................................. 28 2.2 Planning for Quality Education........................................................................................... 30 2.3 School Environment............................................................................................................ 33 2.4 Quality of School Facilities................................................................................................. 38 2.5 Inputs and Outputs for Quality Education .......................................................................... 41 2.6 System Effectiveness and Efficiency in School.................................................................. 41 2.7 Leadership Style in School.................................................................................................. 42 2.8 Teachers Role in Provision of Quality Education ............................................................. 45 2.9 Content, Context and Relevance of Quality Education ...................................................... 46 2.10 Parents/ Guardians and Community Members/ Leaders Involvement and Support in School........................................................................................................................................ 49 2.11 Accountability for Quality Education ............................................................................... 51 2.12 Equity as a Component of Quality Education................................................................... 52

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2.13 Communication in School................................................................................................. 54 2.14 Monitoring and Improving Quality Education.................................................................. 56 2.15 Evaluation ......................................................................................................................... 58 2.16 Empirical Studies on Factors Affecting the Provision of Quality Education ................... 60 2.17 Quality Education.............................................................................................................. 60 2.18.0 School Environment....................................................................................................... 62

2.18.1 School Learning Environment ................................................................................... 62 2.18 2 School Physical and Psychological Safety................................................................. 64 2.18.3 School Teaching and Learning Facilities ................................................................... 65 2.19 Teachers Role in Quality Education ................................................................................ 70 2.20 Leadership Style in School................................................................................................ 74 2.21 Parents/ Guardians and Community Members/ Leaders Involvement and Support in School........................................................................................................................................ 76 2.22 Summary of Review of the Related Literature ................................................................. 79 2.23 The Research Gap ............................................................................................................. 80

CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY ................................................................ 82 3.0 Introduction ......................................................................................................................... 82 3.1 Research Design.................................................................................................................. 82 3.2 Target Population ................................................................................................................ 82

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