THE QUALITY OF EDUCATION, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT

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Reliability and validity (Trustworthiness)

In qualitative studies researchers ensure validity and reliability by making use of informationrich data. I used triangulation as a means of ensuring that the data are trustworthy and credible. I triangulated the instruments and the participants, and used different sites to make the information rich regarding the outcomes of SIP on the effectiveness of the selected schools. While carrying out interviews, I used probing to get in-depth information from the participants (Bogdan& Biklen 2006:48). In addition to making the data rich, checking the consistency of the responses through the use of probing can be used to ensure the validity of the qualitative data (Seidman 2006:25). Researchers indicated that credibility, transferability, dependability and conformability can be used to ensure trustworthiness in qualitative research (Chilisa & Preece 2005:171; Guest et al. 2012:83) and as a substitute for validity and reliability in quantitative research. These were the principles that guided the study.
The following section briefly presents the ethical considerations in the study.

Ethical considerations

Ethics in research needs attention from the beginning of the study to its finish (Hamilton & Corbett-Whittler 2013:64). Gallagher (2009:15) also stresses that ethics in a research project ontinues throughout the research process. Thus, the ethical considerations begin with the selection of the topic and it continues during all the actions in the research process. The literature also indicated that any research should not lead to the participants experiencing any discomfort, psychological or physical (Rapley 2007:24). In this study ethics referred to caring for the participants during the whole study. I received permission from the Education Departments and the schools before contacting the participants for the study. I tried to show them the necessary respect after accessing them. This was because relationships affect the quality of the data (Seidman 2006:40). After establishing rapport, I explained the intent of the study and the possible consequences of the study. Then I received the consent of all the participants that they would take part in the study voluntarily (Mitchell & Jolley 2010:52).
Moreover, I informed the participants that their names would not be revealed, and that the information they gave me would be kept confidential. I also explained the possibility that they could withdraw from the study at any stage. Moreover, I ensured not to indicate the identity of the participants in the study (Fisher & Anushko 2008:100).
On my part, I was very careful while reviewing the related literature, in collecting the data, and analysing and reporting the results.
The details of the ethical considerations are presented in chapter 4, section 4.9.

LIMITATIONS OF THE STUDY

In any research process, weaknesses are likely to be found. In qualitative studies flexibility and the evolving nature might be sources of weaknesses in the study. During fieldwork and the analysis of the data, I realised that the ideas forwarded by the principals were not that genuine as they were reflecting only the positive aspects discarding what they felt was negative about their schools. During the triangulation of the data with other sources and using other instruments, I noticed that there were critical issues which the principals did not want to reflect upon, for their own reasons. However, I have taken the necessary caution regarding issues related to ethics, data-collection and data-analysis in the study.

READ Teachers' perception on translanguaging

ORGANISATION OF THE STUDY

The study is divided into six chapters. The contents of each chapter are described below. ? Chapter 1 contains the background to the study; the statement of the problem; research questions; the aim and objectives of the study; the contribution of the study; the motivation for the study; the scope of the study; limitations; the theoretical framework of the study; a description of the methods used, a definition of the terms and the organisation of the study.
? Chapter 2 presents a review of related literature on quality of education; quality assurance in education; school improvement and school effectiveness and how the latter can be assessed; the link between school improvement and school effectiveness and the theoretical framework of the study.
? Chapter 3 presents a brief historical context of education in Ethiopia (to show why it became important to reform the education sector); the general education quality assurance package in Ethiopia, and SIP in Ethiopia
? Chapter 4 discusses the research methodology focusing on the research paradigm, the design of the study, the study area, sampling, data-collection instruments and procedures; data-analysis techniques, validity and reliability (trustworthiness), and ethical considerations.
? Chapter 5 gives the presentation, analysis and discussion of the data regarding the experiences of the school community with regard to the outcomes of SIP on school effectiveness. It discusses the cross-site results by focusing on what the participants reflected and relates it to the research findings on specific issues and the broader literature.
? Chapter 6 deals with a synthesis, conclusions, and the implications of the study based on the main themes of the research questions and the contributions of the study.

CHAPTER ONE INTRODUCTION TO THE STUDY.
1.1. INTRODUCTION
1.2. BACKGROUND TO THE STUDY
1.3. MOTIVATION FOR THE RESEARCH
1.4. PRELIMINARY LITERATURE REVIEW
1.5.STATEMENT OF THE PROBLEM
1.6. AIM OF THE STUDY
1.7. ASSUMPTIONS OF THE STUDY
1.8. THE SCOPE OF THE STUDY
1.9. DEFINITIONS OF THE TERMS
1.10. THEORETICAL FRAMEWORK FOR THE STUDY
1.11. THE RESEARCH DESIGN AND METHODOLOGY
1.12. LIMITATIONS OF THE STUDY
1.13. ORGANISATION OF THE STUDY
1.14. SUMMARY
CHAPTER TWO THE QUALITY OF EDUCATION, SCHOOL EFFECTIVENESS AND SCHOOL
IMPROVEMENT
2.1. INTRODUCTION
2.2. THE QUALITY OF EDUCATION AND QUALITY ASSURANCE (QA) IN EDUCATION
2.3. SCHOOL EFFECTIVENESS
2.4. SCHOOL IMPROVEMENT: A CONCEPTUAL VIEW
2.5. HOW CANTHE IMPROVEMENT OF THE SCHOOL ENHANCE THE SCHOOL’S EFFECTIVENESS?
2.6. THEORETICAL FRAMEWORK FOR THE STUDY
2.7. CONCLUSION
CHAPTER THREE EDUCATION IN ETHIOPIA: TOWARDS A SCHOOL IMPROVEMENT PROGRAM
3.1. INTRODUCTION
3.2. HISTORICAL CONTEXT OF EDUCATION IN ETHIOPIA
3.3. THE EDUCATION SECTOR DEVELOPMENT PROGRAMS (ESDPs) IN ETHIOPIA
3.4. THE GENERAL EDUCATION QUALITY ASSURANCE PACKAGE (GEQIP)
3.5. CONCLUSION
CHAPTER FOUR RESEARCH DESIGN AND METHODLOGY
4.1. INTRODUCTION
4.2. THE RESEARCH PARADIGM AND THE QUALITATIVE CASE STUDY APPROACH
4.5. THE SAMPLING OF PARTICIPANTS
4.6. INSTRUMENTS FOR THE COLLECTION OF THE DATA
4.7. DATA-COLLECTION PROCEDURES
4.8. DATA-ANALYSIS TECHNIQUES
4.9. RELIABILITY AND VALIDITY (TRUSTWORTHINESS)
4.10. ETHICAL CONSIDERATIONS
4.11. CONCLUSION
CHAPTER FIVE PRESENTATION, ANALYSIS AND DISCUSSION OF THE DATA
CHAPTER SIX SYNTHESIS, CONCLUSIONS AND RECOMMENDATIONS