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Key challenges include insufficient qualified experts, weak accountability across echelons, evolving teacher-education conditions, ineffective teacher-licensing, and shortages or suboptimal use of educational budgets. The study concludes experts are not fulfilling roles fully.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the study’s main objective regarding secondary education in Ethiopia?","Question",{"text":63,"@type":64},"To explore experts’ perceptions of the challenges that hinder quality management in Ethiopia’s secondary education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants selected and how was the data analyzed?",{"text":68,"@type":64},"Participants were selected through purposeful sampling for a case-study design, and the data were analyzed using NVivo 8 with a thematic analysis process.",{"name":70,"@type":61,"acceptedAnswer":71},"What major challenges did the study identify for quality management practices?",{"text":72,"@type":64},"The study found challenges including lack of qualified experts at all levels, lack of accountability across echelons, changes in teacher education, ineffectiveness of teacher-licensing programs, and insufficient educational budget with problems in using limited 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University, Ethiopia  \nABSTRACT  \nFollowing the intensification of secondary education in the developing world, the attention of Ethiopia has currently shifted to its quality education and its management. This study is aimed to explore experts’perceptions ofquality management challenges in secondary education in Ethiopia. The researchers employed a case study design recruiting participating supervisors from the Ministry of Education, region, zone, wereda, and cluster by using a purposeful sampling technique. Twenty-six interviewees took part in this study. The researchers employed NVivo 8 versions together with a thematic analysis process to analyze the data. This study revealed that major problems that affected quality management practices in Ethiopia were: lack of qualified experts at all levels; lack of accountability in every echelon; the changing nature of teacher education; the ineffectiveness of teacher-licensing programs; and lack of educational budget and the problem of utilizing this limited budget. The study concluded that the experts at different levels were not genuinely fulfilling their roles and responsibilities. Therefore, the Ministry of Finance and Economic Development, together with the concerned parties, need to reconsider budget allocation for secondary education.  \nINTRODUCTION  \nStudents’ high academic achievement in international comparisons such as the Program for International Student Assessment (PISA), regional comparisons such as the South African Consortium for Monitoring Educational Quality (SACMEQ), and the national examination are the result of coordinated efforts among the Ministry of Education, district education offices, and schoollevel management (Reddy, 2007) . The roles and responsibilities of managers at different echelons are interrelated and complex (Scheerens, 2011) . When one or more management levels do not work properly, it is unlikely to accomplish educational goals (Yukl, 2013) . The attainment of these goals requires the support and commitment of top, middle, and lower-level leaders (Yukl, 2013) . Nowadays, scholars understand that a student’s high academic achievement is not only the result of the activities performed at the school level but also the effective performance of experts at various levels (Waters & Marzano, 2006) . The influences of the district level and above management are indirect to (Leithwood et al., 2008), have a moderate impact on (Water & Marzano, 2006), and have a statistically positive relationship with (Allen, 2017) student achievement. However, there is not enough evidence about effective leadership characteristics and skills on student achievement above the school level (Waters & Marzano, 2006) . To achieve education goals, different management levels assume different roles and responsibilities to accomplish similar goals. For instance, planning policy and setting standards (Allen, 2017), creating a conducive working environment (SeashoreLouis, 2015), shaping schools’ working culture (Hough, 2014), articulating the mission and setting direction (Allen, 2017), allocating and monitoring resources such as human, material, financial, and time (Anderson & Mundy, 2014), and building followers’autonomy (Waters & Marzano, 2006) are some of them.  \nEducational Planning | Winter 2022 35 Vol. 29, No. 1  \nEven though educational managers at different levels have tremendous effects on educational goals and students’ academic achievement, the research at these levels is lacking (Allen, 2017; Anderson & Mundy, 2014; Hough, 2014; Waters & Marzano, 2006) . Hence, in this study, the researchers aimed at exploring the educational experts’ perceptions of challenges that hinder their practices atthe ministry, region, zone, and district levels in the Southern Nations, Nationalities, and People’s Region of Ethiopia.  \nSTATEMENT OF THE PROBLEM  \nTo run the education","cbCaik1eDni5MyEz","https://ap.wps.com/l/cbCaik1eDni5MyEz","pdf",192274,16,"English","# Abstract\n# Introduction\n# Statement of the Problem\n# Research Questions","[{\"question\":\"What is the study’s main objective regarding secondary education in Ethiopia?\",\"answer\":\"To explore experts’ perceptions of the challenges that hinder quality management in Ethiopia’s secondary education.\"},{\"question\":\"How were participants selected and how was the data analyzed?\",\"answer\":\"Participants were selected through purposeful sampling for a case-study design, and the data were analyzed using NVivo 8 with a thematic analysis process.\"},{\"question\":\"What major challenges did the study identify for quality management practices?\",\"answer\":\"The study found challenges including lack of qualified experts at all levels, lack of accountability across echelons, changes in teacher education, ineffectiveness of teacher-licensing programs, and insufficient educational budget with problems in using limited funds.\"}]","EXPERTS’ PERCEPTION OF SECONDARY EDUCATION QUALITY MANAGEMENT CHALLENGES IN ETHIOPIA - read online free | PDF",1792095549]