School Plan Development and Its Implementation in School of Oromia Special Zone Surrounding Finfine
| dc.contributor.advisor | Oumer, Jielu (PhD) | |
| dc.contributor.author | Nigussie, Teshome | |
| dc.date.accessioned | 2019-03-26T07:01:34Z | |
| dc.date.accessioned | 2023-11-05T08:55:35Z | |
| dc.date.available | 2019-03-26T07:01:34Z | |
| dc.date.available | 2023-11-05T08:55:35Z | |
| dc.date.issued | 2018-07 | |
| dc.description.abstract | The purpose of this study was to assess the practices of developing and implementing school level plans: The case of Oromia Special Zone Surrounding Finfinne. The primary sampling units were 3 woredas which were taken out of 6 total woredas by using simple random sampling techniques and 1 town administrative by using availability sampling techniques. The target woredas encompasses 160 teaching staff taken out of 255 teaching staff by using simple random techniques .And 106 KETB were selected taken out of 160 by simple random sampling method. 10 Principals, 10 Supervisors and 8 Vise principals were included in the study using availability sampling techniques. To this end a descriptive survey design was employed for the study: both quantitative and qualitative data were gathered through questionnaire, interviews and document review. Close ended and open ended item questionnaire was distributed to 160 (100%) of teachers and 106(100%) of Parent Teachers Associations (PTA) and Keble Education and Training Board (KETB) members, 10(100%) principal, 8(100%) of Vice principals and 10(100%) of supervisor who filled in and returned the questionnaire. In addition, 10 principals and supervisor of schools were interviewed. The collected data were analyzed using number and percentage. Some of the major findings were: the practices of identifying priority areas to develop school plan was not conducted through evidence based assessment of the existing situation and selfassessment before beginning to decide on school improvement goals, to plan and implement properly. The participation of stakeholders in developing and implementing school level plan was not up to the expectation and lack coordination and integration. The level of monitoring and evaluation was low, whether the school level school plans are implemented as they are intended. Furthermore, the reward system was not enough. Therefore, it is concluded that the above mentioned problems are major factors that hampered school planning and implementation activities of school level plans. Hence, it is suggested that the coordinated efforts of Regional Education Biro(REB), WEO/TEO and schools is needed to minimize these problems at their infancy stage and ensure the implementation of school level plans by giving continuous training, technical support and reward best performing stakeholders and school community. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/17204 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | School Plan Development | en_US |
| dc.subject | Oromia Special Zone Surrounding Finfine | en_US |
| dc.title | School Plan Development and Its Implementation in School of Oromia Special Zone Surrounding Finfine | en_US |
| dc.type | Thesis | en_US |