An Assessment Of School Improvement Program Implementation In Selected Governmental Secondary Schools Of Oromia Special Zone

The main purpose of this study was, therefore, to assess the Implementation of School Improvement Program (SIPI) in Oromia Special Zone Governmental Secondary Schools. Both quantitative and qualitative methods were used in the study. Data were collected by means of questionnaires, semi-structured interview, focused-group discussion, and observation checklist and document analysis. Accordingly, the data obtained through questionnaires were analyzed by using in tables and mean values and standard deviations. Simple random sampling was used to select the woredas under study and purposive sampling technique was employed to the principals, vice principals, school supervisors and school improvement committees. Simple random sampling technique was used to select teachers and students. The findings of study indicated that low teachers’, students’ and parents’ participation in planning and implementing SIP; teachers’ resistance to the program, lack of awareness among the stakeholders, shortage of finance and materials which impedes the implementation of the program, the mechanism through which monitoring and evaluation practice to support SIP implementation was not effectively run SIP. Based on the analysis of the data, the following conclusions were made: the awareness creating effort made by the schools was only partially successful, the involvement of stakeholders in planning and implementing of the program is not satisfactory. As for impediments, the program suffered from lack of awareness on the part of stakeholders, financial constraints, lack of materials, lack of collaboration among stakeholders lack of self evaluation, and teachers, resistance to the program. The following major recommendations were made: As a result, awareness on SIP training at school is providing for all stakeholders. In order to develop accountability and responsibility in all stakeholders to implement and improve the four main domains of SIP, school leaders were advised to conduct self-assessment and prioritize the problems when planning for SIP.

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