The Implementation and challenges of School Improvement program In government secondary schools of Oromia special Zone surrounding Finfine.

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Addis Ababa Universty


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 identify the major challenges that affect its proper implementation, and finding solution to ensure the success of SIP in Oromia Special Zone Surrounding Finfine 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 from a total of 14 secondary schools in sampled „woredas‟ and town administrations. Out these, one school was randomly selected while the other three secondary schools were selected by available sampling technique since there was only one secondary school in each rural and town administration. Teachers and students were selected by simple random sampling technique whereas the School principals, supervisors, woreda education office heads, PTA and SIC members were selected by purposive sampling techniques. To gather data, questionnaires, interviews, FGD observation and document reviews were employed. After the data were gathered, analysis was made by organizing in tables and computing using frequencies, 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 effectively run SIP. Furthermore the level of participation of community members to offer necessary support was low. In addition most of activities across the four domains were implemented at moderate level and students‟ achievement was also improved at moderate. Hence from the result of the study the overall implementation of SIP was moderate. Shortage of budget, insufficient 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