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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3651

Advisors: Dr. Zaudneh Yimtatu,
Copyright: Jun-1995
Date Added: 6-Nov-2012
Abstract: This study attempted to determine the status of school-community relations in the senior secondary schools of Region Three. In order to meet this objective, performance of schools was rated in light of Davis's six school-community relations levels and information was gathered and analysed using percentages, chi-square tests, t-tests and rank orders. The results indicated that the status of the school-community relations is at low level and of one-way communication. There is a limited flow of information from schools to their communities. Thus, the school-community interaction in the schools studied is at its rudimentary stage. Celebrating school days and involving parents concerned in correcting severe misbehaviors of their children are the typical practices of the schools. Parents rarely go to schools to make recurrent follow-up of school activities and progress of their children. Besides, schools do not design mechanisms to receive feedbacks and suggestions from the publics concerned. These findings reveal that schools are adapting a less integrated approach in the process of educating children and the youth and, do not seem to be in a position to secure public and parental support. The shortcomings of the school-community relations programs are found to be: the public feeling that "the education of children is the sole responsibility of educators," lack of parents' interest to participate in school affairs, lack of know-how of the school personnel and public relations workers, absence of system-wide activities to back-up efforts of individual schools, and high formalization in the educational hierarchy to consider desires and suggestions of the public. Strategies for offering trainings, educational radio program aimed at awareness raising, basic research for assessing opinions of "informed" and "elite" publics, involving prominent educators in educational policy formulation, introducing an Education Committee at "wereda" level, parent-teacher and parent-principal conferences at school level have been forwarded with the intention of improving the practice.
URI: http://hdl.handle.net/123456789/3651
Appears in:Thesis - Educational Leadership & Management

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