The Implementation of School Improvement Program in Kokebe Tsibah and Wondyrad Preparatory Schools

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Addis Ababa University


The purpose of the study was to assess the implementation of School Improvement Program in two preparatory schools, namely, Kokebe Tsibah and Wondyrad Preparatory Schools located in Yeka Woreda. Both quantitative and qualitative methods were used. Questionnaires containing close ended and open ended questions were designed and distributed to five groups of stakeholders.. Interview was also conducted with the head of the Woreda Office. The stakeholders were asked varied questions on the different aspects of the school improvement program. The population of the study was 116 teachers, 10 members of School Improvement Committee, 17 members of Student Council, all available members of parent teacher association, principals of the schools and head of the Woreda Education Office. The sampling techniques used were random and availability sampling. All the principals, all available and willing teachers‟ members of the student SCS, PTA and SIP committee and the head of the Woreda Office were considered in the study. The data was analyzed using SPSS 20 and count. The findings revealed that there is significant lack awareness among the stakeholders, shortage of finance and materials which impedes the implementation of the program, lack of collaboration, lack of self evaluation, and teachers‟ resistance to the program. Based on the analysis of the data, the following conclusions were made: the awareness creating effort made by the schools was only partially successful, the involvement of stakeholders in planning and implementing of the program is not satisfactory. As for impediments, the program suffered from lack of awareness on the part of stakeholders, financial constraints, lack of materials, lack of collaboration among stakeholders lack of self evaluation, and teachers„ resistance to the program. The following major recommendations were made: The concerned body should convince and motivate teachers and financial and material provision should be raised, work should be done to improve the behavior of students, political bias should be eliminated from schools



Preparatory schools