Current Practice of Community Participation in School Improvement Program the Case of Gurage Zone General Secondary and Preparatory Schools

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Addis Ababa University


The purpose of this study was to assess current practice of community participation and challenges that hinder its implementation in SIP a case of Gurage zone General secondary and preparatory schools. To conduct this study, mixed research approach of a Descriptive Survey method was employed. Sample secondary and Preparatory schools were selected by purposive sampling. Respondents from each department were selected by using simple random sampling and stratified random sampling techniques. Accordingly, 5(41.7%) Secondary and preparatory Schools of Gurage zone, 108 (42%) of sample secondary school teachers, sample secondary school principals, supervisors, GQIP experts, 27 PTSA, 27 SIC, 42 KETB of the respective secondary schools were selected as a samples. Questionnaire, interviews, observation and document analysis were the data collection tools, employed in this study. Having pilot tested the instruments; data were collected from teachers, PTSA, KETB & SIC members through questionnaires. Data from principals & educational officials responded interview. Data were analyzed and interpreted using both qualitative and quantitative techniques. Individual group means, weighted mean and one-way ANOVA were employed as statical tools to analyze data. The findings of this study showed that current practices of community was not close enough(adequate) cooperative effort in the implementation of SIP. The major factors which hinder current community participations in SIP were low community awareness to the program and financial constraints in the sides of the community and lack of leadership skill, poor communication, lack of community services and ineffective roles of school community (principals, teachers, PTSA KETB & SIC) towards empowering the community. These problems are to be minimized by strengthening school community relation; by giving training, enhance community awareness, providing community services, develop good school-community relation & communication. Finally school community (principals, teachers, PTSA KETB & SIC), zone and woreda educational official should identify problems and set different strategies to solve factors that hindering current community participation in SIP