An Assessment Practices and Challenges of School Improvement Program Implementation in Selected Secondary Schools of West Hararghe Zone

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Addis Ababa University


This research was designed to examine the school improvement program implementation by focusing on its practices and challenges in selected Secondary Schools of West Hararghe Administrative Zone. To this end descriptive survey design was employed. Both quantitative and qualitative methods were used in the study. The study was guided by questions; such as, What are the practices of SIP implementation in secondary schools of West Hararge Administrative Zone? What are the major challenges encountering the SIP implementation? Data were collected by means of questionnaires, semi-structured interviews, focused-group discussion, observation and document analysis. Accordingly, the data obtained through questionnaires were analyzed by using mean values and standard deviations. For the focused group discussion, semi- structured interviews, observation and document analysis the data were analyzed by using content analysis technique. Simple random sampling was used to select the woredas under the study and purposive sampling techniques were employed to the principals, school supervisors and school improvement committees. Simple random sampling techniques were used to teachers. Also focused group discussions were employed to Students and school improvement committees. The major findings of the study indicated that planning SIP implementation lacked of conducting self-assessment to identify the current status of the school and limited budget was also presented as another challenge. Teachers’ attitude and the capacities of the school leaders; moreover, were revealed as the internal factor that hindered the successfulness of the program. As a result, school leaders were advised to conduct self-assessment and prioritized the problems when planning for school improvement program. It was also forwarded that after the assignment of school leaders, woreda education administrators would be better providing principals and cluster supervisors with management related or leadership training. Finally, strengthening the community involvement and collaborative planning were recommended to school principals as well as teachers of the schools.



An Assessment Practices, and Challenges of School