School Improvement Plan and its Implementation in Government Secondary Schools in Wayu Tuka Woreda, East Wollega Zone

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Addis Ababa University


The general objective of this study was to investigate the school improvement plan and its implementation in secondary schools of Wayu Tuka Woreda, East Wollega Zone, Oromia National Regional State, Ethiopia. To attain the objective, four research questions were framed, and descriptive survey design with mixed approach was employed. A total of 97 participants were included in the study through simple random sampling technique. Data were collected from the participants through questionnaire, interview and document analysis. Convergent mixed-method was used to collect data from the participants at parallel times. The data collected through the questionnaire was analyzed through descriptive statistics using SPSS version 20. On the other hand, the data collected through interview was transcribed, coded and categorized based on the similar themes that were repeatedly said during the interview. Similarly, the documents were analyzed thematically. The analysis of the data was made based on the order of the research questions so as to provide a triangulated answer for each research question. Accordingly, the result of the study showed that the participants of the study held relatively positive and favorable beliefs about school improvement plan. They believed that school improvement plan could identify the strength and weakness of a school, and prioritize activities to be done. They also believed that the school improvement plan helped to ensure quality education and improve students’ achievements. It was also found out that the stakeholders were rarely involved in the preparation and execution of the school improvement plan. The school principals lacked commitment to communicate the school improvement plan, its accomplishments, challenges and the solutions. There were various challenges that hindered the effective implementation of the school improvement plan. These include: lack of motivation from the stakeholders, lack of coordination among the stakeholders, absence of training for the stakeholders, inadequate budget allocation for the plan, lack of incentives for the stakeholders, inadequate supervision, insufficient school facilities, inability of the school improvement committee to properly play their roles, inadequate planning, low involvement of stakeholders in the implementation of the plan, shortage of resources, inadequate monitoring and evaluation, and above all there was poor commitment of school leaders regarding the school improvement plan. Thus, ministry of education and stakeholders of education should give due attention to the implementation of school improvement plan.



School Improvement Plan and its Implementation i