Education Wastage: Contributing Factors and Mitigation Strategies in Government Secondary Schools of Amhara Region

Abstract

The purpose of this explanatory correlational study, which used a mixed design, was to
investigate contributing factors of education wastage and to find out mitigation strategies in
government secondary schools of Amhara region. Quantitative data were collected from samples of
144 school leaders, 425 teachers and 460 students in seven zones and one city administration selected
by multistage proportionate stratified sampling technique. These quantitative data were collected by
administering questionnaires, and results were analyzed by descriptive statistics and linear regression
to assess the status of education wastage and its contributing factors and to explain associations or
impacts of contributing factors on education wastage. In addition, interviews were conducted with 41
parents, school leaders, teachers and students selected by purposive sampling. Qualitative data
collected through interviews and open-ended questionnaire items were analyzed using thematic and
narrative methods. Findings revealed that the prevalence of school dropouts was greater than grade
repetitions of students impacting education wastage.Moreover, physical resource-related,
administrative-related, student-related and home-based factors contributed more to education wastage
than teacher-related factors. Generally, the associations of school-based and home-based factors were
found to have more impacts on education wastage than the associations of school-based and studentrelated factors. Hence, it is recommended that school leaders receive adequate training in school
administration sensitivity training programs that help them motivate students and create conducive
learning environments to minimize education wastage. Besides, school leaders should work closely
with parents and the communities to take preventive measures that can help mitigate problems and
challenges associated with education wastage.