An Assessment Practices And Challenges Of School Improvement Program Implementation In Selected Secondary Schools Of West Hararghe Zone

This research was designed to examine the school improvement program implementation byrnfocusing on its practices and challenges in selected Secondary Schools of West HararghernAdministrative Zone. To this end descriptive survey design was employed. Both quantitative andrnqualitative methods were used in the study. The study was guided by questions; such as, Whatrnare the practices of SIP implementation in secondary schools of West Hararge AdministrativernZone? What are the major challenges encountering the SIP implementation? Data wererncollected by means of questionnaires, semi-structured interviews, focused-group discussion,rnobservation and document analysis. Accordingly, the data obtained through questionnaires werernanalyzed by using mean values and standard deviations. For the focused group discussion, semi-rnstructured interviews, observation and document analysis the data were analyzed by usingrncontent analysis technique. Simple random sampling was used to select the woredas under thernstudy and purposive sampling techniques were employed to the principals, school supervisorsrnand school improvement committees. Simple random sampling techniques were used to teachers.rnAlso focused group discussions were employed to Students and school improvement committees.rnThe major findings of the study indicated that planning SIP implementation lacked of conductingrnself-assessment to identify the current status of the school and limited budget was also presentedrnas another challenge. Teachers’ attitude and the capacities of the school leaders; moreover,rnwere revealed as the internal factor that hindered the successfulness of the program. As a result,rnschool leaders were advised to conduct self-assessment and prioritized the problems whenrnplanning for school improvement program. It was also forwarded that after the assignment ofrnschool leaders, woreda education administrators would be better providing principals andrncluster supervisors with management related or leadership training. Finally, strengthening therncommunity involvement and collaborative planning were recommended to school principals asrnwell as teachers of the schools.

Get Full Work

Report copyright infringement or plagiarism