Community Participation in The Implementation of School Improvenrnt Program in Government Primary Schools of Gullele Sub-City Admnistra Tion
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Date
2014-06
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Addis Ababa Univerisity
Abstract
The purpose of this study was to assess the current practices and the influence of
school and community factors on level of community participation in the
implementation of school improvement program in government primary schools of
Gullele sub-city. To achieve these objectives, a descriptive survey design was
employed. From a total of nineteen primary government schools, six primary
schools were selected as a sample of the study using simple random technique.
Data were collected from teachers, students, community representatives in ParentTeacher
Associations (PTA) and School Improvement Committee(SIC) and education
officials, and Non Government Organization (world vision) through questionnaires
and interviews. The survey questionnaires were distributed to 90 teachers, 228
students and 24 PTA and SIC members. Among the total of 342 distributed
questionnaires 342 (100 %) questionnaires were filled and returned. Moreover,
interviews were held with school principals, educational officials and Non
Government Organization (NGO) representatives.
The data obtained from questionnaires were analyzed using percentage. And the
data gathered via interviews were qualitatively described. Accordingly, the results
of the study have suggested that the relationship between school and community
was not close enough to lead to cooperative effort towards the implementation of
school improvement programs and the effort of school administrators to involve
the community in the implementation of school improvement program was
inadequate. Financial constraints on the part of community significantly affected
their participation in the implementation of school improvement program; and
community awareness on school improvement program was low. Thus, to minimize
problems related to community participation in school improvement program,
school-community relationship should be strengthened; training should be organized
for administrators, PTA and SIC and for the communities on how to involve and work
with the community in school affairs; and orientation should be given to the
community to enhance their awareness on roles and responsibilities they have to
play in the implementation of school improvement program
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Education