An Assessment of the First Three Years School Improvement Program Implementation in Government Secondary Schools of Addis Ababa
| dc.contributor.advisor | Hussiell, Abdulaziz (PhD) | |
| dc.contributor.author | Seid, Mohammed | |
| dc.date.accessioned | 2018-10-19T12:52:43Z | |
| dc.date.accessioned | 2023-11-10T13:01:17Z | |
| dc.date.available | 2018-10-19T12:52:43Z | |
| dc.date.available | 2023-11-10T13:01:17Z | |
| dc.date.issued | 2011-05 | |
| dc.description.abstract | This study was intended to assess the implementation of the first three years school improvement program. In order to achieve this purpose, basic questions: to what extent school improvement program was implemented in Addis Ababa government secondary schools, to what extent stakeholders were involved in the implementation process of SIP , what were the !clctors that impeded the success of the school improvement program, what were the lessons learnt from the implementation of the first three years school improvement program were raised. Descriptive survey method was employed as a research method in this study. Both probability and non probability sampling techniques were used. Accordingly 3 sub cities were randomly selectedFom ten sub cities found in the city administration. From the total 12 secondary schools found in the study area, 9 were again randomly selected and included in this study. School leaders, teachers, students, SIC members, teaching learning core process owners, and professionals Fom teaching learning core process of Addis Ababa City Administration Education Bureau were used as primm)' sources of data and document review as secondary data sources. Questionnaire, interview, FGD, observation, and document analysis were employed as data gathering tools. Afler data were gathered, analysis was made by organizing in tables and computed using percentages, rank mean, and one way ANOVA. Thefindings revealed that the overall level of implementation of the first three years school improvement program was moderate. Shortage of input, lack of professional support Fom district, sub-city and regional educational bureau, inability of school improvement committee to properly play their role, turnover of principals and indicators being tedious and redundant among others were problems encountered by secondary schools in the implementation process of SIP. It was concluded that shortage of input and absence of monitoring and evaluation negatively affect the implementation of SIP. To alleviate the problems and improve quality of education, strengthening monitoring and evaluation on SIP implementation, retaining experienced school leaders, assigning laboratory technician to schools, and making the school improvement committee jill1ctional were among the recommendations. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/12995 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | First Three Years School Improvement Program | en_US |
| dc.title | An Assessment of the First Three Years School Improvement Program Implementation in Government Secondary Schools of Addis Ababa | en_US |
| dc.type | Thesis | en_US |