University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

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Melaku Masresha Woldeamanuel
Belay Sitotaw Goshu


This article empirically assesses perception of quality in higher education in Ethiopia.  The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

Teachers, perception, quality of education, input, output, processes.

Article Details

How to Cite
Woldeamanuel, M. M., & Goshu, B. S. (2019). University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University. Journal of Education, Society and Behavioural Science, 31(4), 1-15.
Original Research Article


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