Enhancing School Effectiveness Through Educational Research in Guraghe Zone Secondary Schools: Challenges and Prospects
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Date
2009-06
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Addis Ababa University
Abstract
The attempt of the study was to diagnose and illuminate the current practice of GZSS in
improving school effectiveness through SBER with the intention of suggesting and amplifying
best practices and alleviating the challenges. To this end, both quantitative and qualitative
research approaches were used for data collection and analysis. The subjects of the study were
187 teachers 6 principals, and 12, 4 and 2, WEO, GZED officers and GZTA chair and vice
chairpersons respectively. Questionnaire was used to collect data from teachers. Interviews were
held with principals and educational officers to complement the information obtained through
questionnaire. Focus group discussion with 16 teachers from two schools and document analysis
were made to validate and triangulate information from different sources. Descriptive statistics
(mean, standard deviation and percentage), chi- square and total mean score were used to analyze
quantitative data. The results of teachers' questionnaire, principals' interview and focus group
discussion were found significantly consistent on the issues raised. However, discrepancy was
observed between the results of educational officers' interview and the information from
teachers' regarding teachers' readiness (perception and research competence) towards the role of
SBER. Teachers' readiness towards SBER was found to be encouraging though 41.7% of them
were engaged in SBER. Majority of the research works (47. 1%) focused on fragmented and
specific classroom skills rather than unified school wide academic issues. The practice of
identifying the cause of educational problems and seeking solutions with SBER was found at
infancy stage in GZSS. The involvement and support of the principal and educational officers in
promoting SBER in GZSS was found minimal and superficial. The major factors that impede
teachers from involving in SBER were: unsupportive culture, luck of financial support, work
overload and the lack of facilities of the school. Hence, it was recommended that the school
principals and educational officers at various levels should create supportive research culture to
overcome the challenges; short term practical refresher courses should be designed at WEO/ZED
levels to capacitate teachers' research competence, principals and the educational officers at
WEO/ZED or REB should scale up best research works through structured experience and best
research performers should be motivated
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Education