Teachers involvement in enhancing students academic achievement at classroom level: The case of selected Ethiopian public secondary schools

Abstract

The study investigated teachers’ involvement in enhancing students’ academic achievement at classroom level in selected Ethiopian public secondary schools. To this end, 30 public secondary schools (top 10, middle 10 and lower 10 achievers) were purposefully selected based on the average results of three consecutive years of matriculation results. The data were collected through a questionnaires consisting of five lickert scales from a randomly selected 300 teacher respondents. The collected data were analysed quantitatively using Statistical Package for Social Sciences (SPSS) version 29. Descriptive analysis shown that, 72.2%, 72% and 71.6% of teacher respondents revealed that teachers involvement in using structured teaching, teachers strength in evaluative potential of their students’ performance and teachers ability in giving opportunities for learners in practicing their own learning, respectively, were considered as the major roles expected of teachers to enhance the academic achievement of students. Similarly, 71.4% and 68.8% of teacher respondents indicated that teacher involvement in maintaining curriculum quality and setting high expectations for students’ achievement contributes for the enhancement of students’ academic achievement. Based on the findings, we recommend that Ethiopian curriculum designers and policy makers should improve secondary schools curriculum quality, and secondary school teachers should increase their efforts in setting high expectation of students’ achievement, using structured teaching, giving opportunities for their students to practice their learning and increasing their evaluative potential to assess students learning.