Oumer, Jeilu (PhD)Mamuye, Begashaw2019-03-262023-11-052019-03-262023-11-052018-01http://etd.aau.edu.et/handle/123456789/17220The main purpose of this study was to assess how well model secondary schools in implementing school improvement program (SIP) in Oromia Regional State have developed (built) capacity for sustainable improvement. To this effect, the study was employed concurrent mixed method design. Five level Likert Scale questionnaires were used to collect quantitative data from teachers, school principals, department heads, and students. On the other hand, qualitative data collection methods were interview, document analysis, student focus group discussion (FGD), and observation. The informants for interview were teachers, school principals (the heads), supervisors, and Parent Teacher Associations (PTAs). Mean and standard deviations were the major descriptive statistics for analyzing the quantitative data. Among inferential statistics, independent sample t test, Mann-Whitney U test, and one-way ANOVA were applied at  = 0.05 significance level. For the analysis of qualitative data, inductive process of data reduction and categorization into themes were applied apart from descriptive narration. It was found that the schools have good capacity in most of the aspects of capacity dimensions included in the study in spite of certain gaps. Planning capacity, leadership capacity, staff performance with a sense of professional learning community (PLC), the empowerment and the engagement of students, and the engagement of parents/community were found to be adequate. The major capacity gaps include the learning norm/practice of the staff was not as adequate as collaborative norms/practices; weakness in the quality of school selfevaluation and in consideration of the feasibility of school improvement objectives/targets; and lack of student self-control of their learning. Besides such capacity gaps, the study was found several challenges that have adverse effect on the sustainability of school improvement. From the finding, it is plausible to conclude that the schools have good capacity to sustain the improvement they embarked on. However, it requires that the capacity gaps and challenges identified in this study should be resolved or ameliorated. Including the schools, each party at different levels of education management (woreda/district, regional education bureau and ministry of education) has important part to play in resolving and/or ameliorating the capacity gaps and the challenges. Among others, the regional state should give attention to building the leadership capacity of the schools by attracting and selecting competent and experienced teachers to school leadership position. In the schools, although the collaborative norms practices were remarkably appreciable, attention should be given to improve and deepen the learning of the staff and the students. Besides, capacity limitation in terms of financial and physical facilities needs to be resolved. Government block grant to schools should grow as with the school grant and the community contribution to solve the problem in the inadequacy ofschool facilities and infrastructuresenAssessment of Model Secondary Schools’ Capacity ForThesis