|Title:||The Implementation and Challenges of School Improvement Program in Government Secondary Schools of Oromia Special Zone surrounding Finﬁne|
|???metadata.dc.contributor.*???:||.Desalegn Chalchisa (Dr)|
|Keywords:||implemented with observable|
|Publisher:||Addis Ababa University|
|Abstract:||This study was instigated by the fact that even though school improvement program (SIP) was being implemented with observable challenges like inadequate participation of stakeholders, lack of experience and skills among school principals, low coordination of school community that might have hindered the program from achieving its objectives in secondary schools in the zone and its successful implementation is labeled as pivotal concern for overall students' achievement , no conclusive study has been conducted concerning it in this zone. The main purpose of this study was, therefore, to assess the implementation of school improvement program and thereby to identijy the major challenges that ajﬂct its proper implementation, and ﬁnding solution to ensure the success of SIP in Oromia Special Zone Surrounding Fin/ine Government Secondary Schools (OSGSS). In order to achieve this purpose, mixed design -both quantitative and qualitative approach was employed as research method in the study. The study was conducted in four secondary schools ﬁ'om a total of 14 secondary schools Out these, one school was randomly selected while the other three secondary schools were selected by available sampling technique. Teachers and students were selected by simple random sampling technique whereas the School princtpals, supervisors, woreda education oﬂice heads, PTA and SIC members were selected by purposive sampling techniques. Data were gathered through questionnaires, interviews, FGD observation and document review after the data were gathered, and analysis was made by using jrequencies, percentage, mean value, standard deviation, t-test and chi-square. The ﬁndings of study indicated that the extent of teachers', students' and parents' participation in planning and implementing SIP was low; the mechanism through which monitoring and evaluation practiced to support SIP implementation was not in position to eﬂectively run SIP. Furthermore the level of participation of community members to oﬂer necessary support was low. In addition most of activities across the four domaíns were implemented at moderate level and students ' achievement was also improved at moderate. Hencefrom the result of the study the overall implementation of SIP was moderate. Shortage of budget, insuﬂícient school facilities, inability of school improvement committee to properly play their role, inadequate planning, low involvement of stake holders in the implementation of SIP and inadequate monitoring and evaluation were major factors that negatively affect SIP implementation. To alleviate the problems and to improve quality of education it was suggested that WEO should allocate adequate budget and schools should design income generating mechanism, fulﬁll school facilities, making active participation of stakeholders on planning\and SIP implementation, making school committee functional and strengthening monitoring and evaluation on school improvement program implementation.|
|Appears in Collections:||Thesis - Educational Research & Development|
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