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Educational quality differences in a middle income country: the urban-rural gap in Malaysian primary schools

Educational quality differences in a middle income country: the urban-rural gap in Malaysian primary schools
Educational quality differences in a middle income country: the urban-rural gap in Malaysian primary schools
Shortcomings of educational quality in rural schools remain a key focus in the literature related to developing countries. This paper studies whether rural primary schools in Malaysia, an upper middle-income developing country, are still experiencing lower levels of educational resources, school climate, school leadership, and parental involvement than their urban counterparts. A survey questionnaire, containing items related to these 4 factors, was distributed to teachers in the 2 school locations. In the study, 1183 teachers from 63 rural schools and 1367 teachers from 60 urban schools were involved. Due to the hierarchical nature of the data, multilevel modelling analysis was used for data analysis. Open-ended questions were analyzed using text analysis. Findings showed that generally no differences between urban and rural schools in educational quality as perceived by teachers were found, which contradicts previous studies. Nevertheless, results did show that rural teachers perceived lower levels of school climate
0924-3453
104-122
Othman, Mariam
6b979e3b-d294-4b22-9cab-d03767fc74b6
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Othman, Mariam
6b979e3b-d294-4b22-9cab-d03767fc74b6
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e

Othman, Mariam and Muijs, Daniel (2013) Educational quality differences in a middle income country: the urban-rural gap in Malaysian primary schools. School Effectiveness and School Improvement, 24 (1), 104-122. (doi:10.1080/09243453.2012.691425).

Record type: Article

Abstract

Shortcomings of educational quality in rural schools remain a key focus in the literature related to developing countries. This paper studies whether rural primary schools in Malaysia, an upper middle-income developing country, are still experiencing lower levels of educational resources, school climate, school leadership, and parental involvement than their urban counterparts. A survey questionnaire, containing items related to these 4 factors, was distributed to teachers in the 2 school locations. In the study, 1183 teachers from 63 rural schools and 1367 teachers from 60 urban schools were involved. Due to the hierarchical nature of the data, multilevel modelling analysis was used for data analysis. Open-ended questions were analyzed using text analysis. Findings showed that generally no differences between urban and rural schools in educational quality as perceived by teachers were found, which contradicts previous studies. Nevertheless, results did show that rural teachers perceived lower levels of school climate

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Published date: 2013

Identifiers

Local EPrints ID: 350958
URI: http://eprints.soton.ac.uk/id/eprint/350958
ISSN: 0924-3453
PURE UUID: 05f0363f-3b33-4fc2-a78f-1908ecd7f7cc
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

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Date deposited: 11 Apr 2013 13:30
Last modified: 14 Mar 2024 13:34

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Contributors

Author: Mariam Othman
Author: Daniel Muijs ORCID iD

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