Authors : Mudumbi Marcelius Katanga

Volume/Issue : Volume 10 - 2025, Issue 10 - October

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DOI : https://doi.org/10.38124/ijisrt/25oct1410

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Abstract : Nevertheless, many African nations are plagued by extreme poverty, which has detrimental effects on the ability to provide high-quality education. Primary schools in rural areas encounter significant obstacles specific to their setting. Consequently, this study aimed to ascertain rural primary school’s teachers' perceptions towards quality education framework specifically addressing questions such as to what extend do stakeholders perform to deliver quality education, what extend do moderating variables affects stakeholders, to what extend are the effects of stakeholders towards quality education and what quality education framework can be proposed to enhance quality education. The study collected data using quantitative research methodology. 32 teachers and 7 principals were included in the sampling technique with the population consisted of 39 samples. Data were collected by using survey questionnaire and tested with one sample T-test, ANOVA by factors and regression analysis. The result on one sample T-test reveals that the PD, teacher’s incentives, policy formulation and efficient management were partly rejected. Meaning, PD and teachers incentives be amplified and context tailored whereas policy and management position as foundational. However, individual activities have been accepted even though it’s currently under-developed and needs target strengthening. Moreover, ANOVA by factors on parental involvement has been rejected when it is considered as moderator and they are significant once taken together. Finally on regression analysis the result rejected the Ho5 as stakeholder’s integration drives quality education. This clearly shows how this study is linked to theory of stakeholders where everyone gets involved and share expertise as a team.

Keywords : Namibian, Rural, Primary School, Teachers, Quality Education.

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