Browsing by Author "Anwar Kemal"

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    Assessing School-Community Engagement and its Effect on Student Results in Government and Private Primary Schools: The Case of Yeka Sub-City, Addis Ababa.
    (Addis Ababa University, 2022-06-01) Anwar Kemal; Zenebe Baraki (Ph.D)
    This study assessed school-community engagement (SCE) practices and examined their effect on student academic results (SAR) in government and private primary schools within Yeka Sub-City, Addis Ababa. Recognizing the policy emphasis on SCE and anecdotal reports of low engagement, the study aimed to provide comparative empirical data on the status of SCE and its relationship with SAR in this urban context. A mixed-methods concurrent triangulation design was employed. Data were collected from 48 primary schools (24 government, 24 private) through questionnaires administered to 264 stakeholders (PSTA members, principals, WEO professionals) based on Epstein's six types of involvement framework, semi-structured interviews with 12 WEO Heads, and analysis of documents including SAR data (Grade 8 exams, inspection reports, promotion/repetition rates). Quantitative data were analyzed using descriptive statistics, correlation, chi-square, and regression, while qualitative data underwent thematic analysis. Findings revealed significant disparities: government schools exhibited lower SAR and markedly weaker SCE across all Epstein dimensions compared to private schools, particularly in 'Learning at Home' and 'Collaborating with Community'. Private schools demonstrated stronger engagement, especially in 'Learning at Home' and 'Communicating'. A strong, positive, and statistically significant relationship was found between SCE levels and SAR (Adjusted R² = .750, p < .001), indicating SCE is a major predictor of results in this context. Key challenges hindering engagement, especially in government schools, included low parental awareness and socioeconomic constraints, inadequate school leadership capacity (lack of EDPM training), negative teacher attitudes, and systemic weaknesses in training and support. The study concludes that SCE significantly impacts SAR, and the disparity in engagement contributes to the results gap between school types. Recommendations focus on strengthening leadership capacity (EDPM qualifications, training), improving communication strategies, enhancing PSTA functioning, providing targeted parental support programs, especially in government schools, and promoting systemic support for SCE through policy and resources. Key words: School-Community Engagement, Student Results or Student Academic Results