Abstract:
The purpose of the study was to examine the school based factors affecting educational wastage in some selected public secondary schools of Bureau town. The study used descriptive survey research design adopting both quantitative and qualitative approaches. The researcher used a sample of 103 respondents. The study targeted 3 Bureau town education officers, 6 principals, 58 teachers, 3 supervisors, 20 repeaters, and 10 dropouts. Purposive sampling was used to select principals and supervisors. Whereas systematic random sampling and snowball sampling techniques were used to select repeaters and teachers and dropouts, respectively. Method of data collection were questionnaires, interview and document analysis. The data gathered from teachers, repeaters, dropouts, supervisors, principals and town education officers through questionnaires and semi- structural interview respectively. Quantitative data were analyzed and interpreted employing frequency counts, percentages and grand mean. Qualitative data were analyzed through thematic analysis. Findings of the study revealed that there was a statistically educational wastages as replied by majority 85% of teachers, 3 (100%) supervisors, 6 (90%) principals, 3 (100%) town education officers, 9 (100%) dropouts and 17 (85%) repeaters. Educational wastage was due to centralized school leadership indicated by (grand mean value=4). Lack of teacher’s commitment and working character also another factor of educational wastage. School facility and educational wastage as stated by majority 85% of teachers, 3 (100%) supervisors, 6 (90%) principals, 3 (100%) town education officers, 9 (100%) dropouts and 17 (85%) repeaters. Thus about 85% respondents agreed on. The research concluded that poor school management style, lack of school facilities, teachers’ commitment and working condition were the major school based factors affecting educational wastage. The study recommends that: schools should decentralize their leading system and participate all stakeholders while planning and implementing and should widen discussion opportunity. Schools should provide adequate teaching and learning resources to improve quality of teaching and thereby increase completion rate. Schools should give adequate and timely on job training and workshops to teachers and should ensure that teachers and treated fairly within the school to boost their moral
