|Title:||School Improvement in Ethiopia: A Comparative Case Study of Four Primary Schools in Addis Ababa and Oromia|
|???metadata.dc.contributor.*???:||Vinayagum Chinapah (Professor)|
|Keywords:||improvement effort in four primary schools in Addis Ababa and Oromia|
|Publisher:||Addis Ababa University|
|Abstract:||The general objective of this study was to examine how variations in context and school factors affected school . The specific objectives of the study were to describe how variations in school context affected school improvement efforts in primary schools and to examine how variations in improvement culture affected improvement process and outcomes. The other specific objectives were to analyze how the chosen and achieved improvement outcomes contributed to improvement process and culture, to explain how improvement endeavor affected school facilities, principals and teachers’ behavior, as well as students’ outcomes, and to identify challenges and good practices that affected school improvement efforts in public primary schools. In due course of the study, qualitative approach in multiple case study design with a comparative perspective was used to collect, analyze, compare, and interpret data. Data were collected from four public primary case schools, which were selected from urban (Addis Ababa) and rural (Oromia) districts. Participants of the study were purposively sampled using snowball technique. Accordingly, five experts from the district education offices (two from urban and three from rural district) were selected for this study. From each case school, a principal, three teachers, a SIC member, and a parent, four students were selected due to their involvement in school improvement endeavors, and their knowledge about the context and school factors of improvement. Therefore, there were about 45 participants in the study. Data on school improvement context, improvement culture, process, and outcomes were collected from quarterly and annual schools’ plans and reports, districts’ education offices’ reports, and educational annual abstracts. Besides, semi-structured interviews, focus group discussions, and observation checklists were used to collect data. Data collected were thematically presented, analyzed, and compared in their respective chapters of the study. Findings of the study indicated that context and school factors influenced improvement endeavor and outcomes in the case schools. The contextual factors that influenced improvement efforts were educational goals set in the context; resource and support provided to improve school, evaluation of school’s performance, community participation, change in demand of the community, and school improvement guidelines. These factors influenced improvement culture, which also influenced the processes that affect outcomes of improvement in the case schools. Outcomes were communicated to the context through reports and to the school community on performance review meetings, which serve as a feedback mechanism to improve the process and culture of improvement in the case schools. It was also found that variations among case schools contributed to difference in the extent of their improvement outcomes. Accordingly, students’ outcomes in terms of participation in clubs, classroom lessons, discipline, provision of teaching support to students, average students’ score at school level, promotion rate, and repetition rate were improved more in better-resourced urban and rural case schools than in less-resourced urban and rural case schools. Dropout rate and pupil teacher ratio were improved better in urban case schools than rural case schools. Percentage of the total parents who meet with their child’s teacher improve more in better-resourced case schools than in less-resourced case schools did. Teachers’ behavior in discipline, experience sharing, practice of active learning method, and production of quality new supplementary teaching materials at the school level showed progress in all case schools. In the areas of school management, teachers’ participation in decision-making, performance review meetings held with parents and community per year, and number of meetings per year with the PTSA, parents, and community members shown improvement in the four case schools. Above all, school finance, facilities, and feedback utilization showed progress in the case schools. Thus, it was concluded that school improvement endeavor in the case schools showed progress in students’ outcomes, teachers’ behavior, school management, school finance, facilities, and feedback utilization. The study implied that system theory and comprehensive framework for effective school improvement are suitable to conduct such school level comparative case studies. It also practically implied the importance of intervention at national, local, and school level to enhance school improvement endeavor.|
|Appears in Collections:||Thesis - Educational Psychology|
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