Autonomy and Accountability in Promoting Quality of Education in Government Secondary Schools of Arada Sub-City Addis-Ababa
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Date
2018-06-01
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Addis Ababa University
Abstract
Recent studies conducted in the Ethiopian context indicate that quality of education is deteriorating in schools. School autonomy and accountability are considered as essential factors in promoting and/or hindering quality of education in schools. (Berhanu and associates,2016Hargreave and Fink, 2006). However, much empirical research has not been conducted on how school autonomy and accountability are related to quality of education. Thus the objective of the study was examining the effects of school autonomy and accountability over quality education. In doing so the study had employed mixed-method research design. Of the six governmental secondary schools in Arada sub city, four schools were randomly selected. Quantitative data were collected from 116 teachers using questionnaire and qualitative data were collectedfromfour directors using interview. In the present study it was found that schools have lower autonomy and higher accountability. Farther more it was revealed that schools have higher autonomy in managing their budget and lesser accountability in assessing their schools and students performance. Quality education in the schools was found to be poor. The study also found that school autonomy and accountability were found to be associated with higher quality of education. In line with the objective of the study it was concluded that school accountability is the predictor for quality education. From the finding it is recommended that concerned bodies need to maintain the existing accountability and work on improving school autonomy thereby improve quality education.
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