An Assessment Practices and Challenges of School Improvement Program Implementation in Selected Secondary Schools of West Hararghe Zone
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Date
2015-02
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Addis Ababa University
Abstract
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.
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An Assessment Practices, and Challenges of School