Educational Planning and Management

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Browsing Educational Planning and Management by Subject "Assessment of School Improvement Program"

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    An Assessment of School Improvement Program Implementation; Challenges and Opportunities in Government Primary School of Sululta Woreda
    (Addis Ababa University, 2022-10) Diriba Gelalcha Chuko; Aman Worku (PhD)
    This study was conducted to assess the school improvement program: implementation, challenges and opportunities in Sululta Woreda Primary Schools. To conduct the study, descriptive survey design and Purposive sampling technique was employed to select the sample cluster centers, school principals, supervisors, Woreda Educational Officers, Parent Teacher Association Simple random sampling techniques select teachers. Questionnaire was the main data gathering instrument for this study. Thus, 127 teachers, 5 supervisors, 16 principals and 10 vice principals filled the questionnaires. An interview was also conducted to enrich the quantitative data. As a result, 16 principals, 2Woreda Educational Officers and 16 Parent Teacher Association were interviewed. The Quantitative data collected through questionnaire was analyzed and interpreted by using frequency distribution and percentage. The data gathered through interview was discussed in line with questionnaire. The research findings revealed that SIP practice helped in the realization of its objectives. However, facilitating supportive conditions at school level and assistance from Woreda Educational Officers were not adequate enough to practice SIP as much as expected. community support of schools is very low. Furthermore, the study indicated that factors of school culture influenced the implementation of SIP. The major challenges encountered in the practice of SIP were related to the four domains of school improvement. It may be possible to conclude that Schools which give focus for effective practice of SIP are expected in performing better realization of its objectives than those schools that do not. And also, factors of school culture can influence positively by putting a bridge to long- lasting practice of SIP or influence negatively by presenting barriers to it. Therefore, to ensure the overall school improvement and realization of its objectives OSZAF and Woreda Educational Officers ought to be a catalyst for effective practice of school improvement by understanding and acting on their role. And also it would be better for zone and Woreda Educational Officers and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for student learning and staff’s focus on continuous improvement.