Table 4.22: Ranked Schools Success Factors Std. Mean School success factors Mean Deviation Ranking Availability of Qualified Teachers 4.7200 .60744 1 School Infrastructure (Facilities) 4.7000 .46291 2 Student Selection Strategy (capability) 4.6400 .59796 3 Equipment and materials 4.6200 .69664 4 Administration Strategies (capability) 4.5200 .73512 5 Managers Business Skills (competence) 4.4600 .73429 6 Sex-Bias (Single Vs Co-Education) 4.4200 .67279 7 Religious Environment 4.3800 .72534 8 Students characteristics 4.3200 .84370 9 School Owners 4.3000 .81441 10 Non Teaching Staff 4.2600 .82833 11 Residence 4.2400 .87037 12 Experience 3.7400 1.15723 13 School’s Servicescape 3.4400 .92934 14 School Image (reputation) 3.3890 1.12286 15 Cost of Education (Fees) 3.0190 1.01200 16 Financial Networks/sources 3.3710 .96945 17 Technology Availability 3.2590 .76973 18 Networks/sources 3.2430 .95455 19 Teachers’ Primary School Leavers 3.2340 .93371 20 Parents Loyalty/involvement 3.1070 1.03300 21 Community/Parents Involvement 3.0130 1.02400 22 Government Policies 3.0110 1.01510 23 Competitors 3.0010 1.32350 24 As can be seen in Table 4.22, stakeholders indicated that availability of qualified teachers at the school is the most important internal factor that determines school performance. This result is in agreement with what was found by other researchers (e.g. Rowe and Rowe, 2003; OECD, 2004; Ogbonnaya and Osiki, 2007; Passos, 2009; Akinsolu, 2010; Mizell, 2010; Rothestein, 2010). A study by RAND (2012) found that when it comes to school academic performance which basically depends upon students performance, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership. From Table 4.22 other factors that scored high are availability of infrastructure,
Table 4.22: Ranked Schools Success Factors School success factors Mean Std. Deviation Mean Ranking Availability of Qualified Teachers School Infrastructure (Facilities) Student Selection Strategy (capability) Equipment and materials Administration Strategies (capability) Managers Business Skills (competence) Sex-Bias (Single Vs Co-Education) Religious Environment Students characteristics School Owners Non Teaching Staff Residence School’s Experience Servicescape School Image (reputation) Cost of Education (Fees) Financial Networks/sources Technology Availability Teachers’ Networks/sources Primary School Leavers Parents Loyalty/involvement Community/Parents Involvement Government Policies Competitors 4.7200 4.7000 4.6400 4.6200 4.5200 4.4600 4.4200 4.3800 4.3200 4.3000 4.2600 4.2400 3.7400 3.4400 3.3890 3.0190 3.3710 3.2590 3.2430 3.2340 3.1070 3.0130 3.0110 3.0010 .60744 .46291 .59796 .69664 .73512 .73429 .67279 .72534 .84370 .81441 .82833 .87037 1.15723 .92934 1.12286 1.01200 .96945 .76973 .95455 .93371 1.03300 1.02400 1.01510 1.32350 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As can be seen in Table 4.22, stakeholders indicated that availability of qualified teachers at the school is the most important internal factor that determines school performance. This result is in agreement with what was found by other researchers (e.g. Rowe and Rowe, 2003; OECD, 2004; Ogbonnaya and Osiki, 2007; Passos, 2009; Akinsolu, 2010; Mizell, 2010; Rothestein, 2010). A study by RAND (2012) found that when it comes to school academic performance which basically depends upon students performance, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership. From Table 4.22 other factors that scored high are availability of infrastructure,
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