Teaching Inputs, Classroom Processes, And Learning Outcomes In Primary Schools: An Evaluation Of School Management Practices
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Abstract
Primary education quality relies on the successful incorporation of teaching inputs, teaching processes, learning outcomes and school management in the classroom. This study assesses the quality of the teaching materials, the effectiveness of the teaching practices, the perceived achievement of the learning outcomes and the role of school management in educational effectiveness. The study is descriptive and analytical type of research with a sample of 180 respondents which are the primary school teachers and school management representatives. Frequency and percentage methods are used to analyse data and 4 tables are used to present data. However, the results show the highest rating of adequacy for teacher availability (71.1%) and the lowest for professional development (56.1%). When it comes to classroom processes, the importance of lesson planning is given the highest effectiveness rating (75.0%), while continuous assessment is given the lowest (61.1%). The lowest score is in Conceptual Understanding (63.9%), and the highest score is in Foundational literacy (70.0%) of the learning outcomes. Academic supervision is seen as most contributing to school management effectiveness (73.9%) while teacher coordination is seen as next (71.1%). The results underscore the need to intensify the professional development, ongoing assessment, conceptual learning, and parent-school communication. The study highlights the importance of using resources effectively, academic monitoring and practice in cooperating to enhance primary education quality.
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