PRIMARY EDUCATION IN BANGLADESH: A CRITICAL ANALYSIS OF THE ROLE OF HEAD TEACHER SECURING QUALITY PRIMARY SCHOOL

Education

This study focused on the role and responsibility of the Head teacher in securing quality provision of the primary schools within a Bangladeshi context. Along with an investigation of quality, it is an attempt to explore the perception and practice of the practitioners in the primary education sector of Bangladesh. Bangladesh has made considerable progress in primary education sector for example greater enrolment rate; massive reduction of dropout rates; better recruitment of quality teachers; rigorous training programs for teachers; comprehensive infrastructure development; widespread IT facilities and so on, despite this the country is working hard to address issues of quality. This study has found that to ensure quality, the Primary School Head teacher plays the key role within and outside of the school. Effective planning for improving the quality provision of learning and teaching with active involvement of the wider range of community is necessary. Assistant Upazila Education Officer (AUEO) and chair of School Management Committee (SMC) also have to play vital roles in school planning and in securing better children's outcomes. It is found however that the issues surrounding accountability are less developed in improving performance. A qualitative approach has been used in this study. This includes questionnaires, semi-structured interview and focus group discussion as data collection tools. Data was collected from primary sources from 20 primary schools in an Upazila of Bangladesh. Research findings show that primary school Head needs to be more organised and systematic in whole school improvement planning; in ensuring the effective participation of the wider range of community and in improving the quality of learning-teaching practice. Also, children's continuous performance data should be maintained to compare with the local and national level achievement and for effective planning. As a result of this work a number of recommendations have been made which are cost neutral and involve a reconfiguration of current practice, training programs for Head teachers and other educational officers.

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