An Assessment Practices And Challenges Of School Improvement Program Implementation In Selected Secondary Schools Of Kirkos Sub City

This research was designed to examine the school improvement program implementationrnby focusing on its practices and challenges in selected Secondary Schools of Kirkos Sub-rnCity 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,rnwhat are the practices of SIP implementation in secondary schools of Kirkos Sub-City?rnWhat are the major challenges encountering the SIP implementation? Data wererncollected by means of questionnaires, semi-structured interviews, focused-grouprndiscussion, observation and document analysis. Accordingly, the data obtained throughrnquestionnaires were analyzed by using mean values and standard deviations. For thernfocused group discussion, semi-structured interviews, observation and document analysisrnthe data were analyzed by using content analysis technique. Simple random samplingrnwas used to select the woredas under the study and purposive sampling techniques werernemployed to the principals, school supervisors and school improvement committees.rnSimple random sampling techniques were used to teachers and students. Also focusedrngroup discussions were employed to parent’s student teachers association and schoolrnimprovement committees. The major findings of the study indicated that planning SIPrnimplementation lacked of conducting self-assessment to identify the current status of thernschool and limited budget was also presented as another challenge. Teachers’ attitudernand the capacities of the school leaders; moreover, were revealed as the internal factorrnthat hindered the successfulness of the program. As a result, school leaders were advisedrnto conduct self-assessment and prioritized the problems when planning for schoolrnimprovement program. It was also forwarded that after the assignment of school leaders,rnworeda education administrators would be better providing principals and clusterrnsupervisors with management related or leadership training. Finally, strengthening therncommunity involvement and collaborative planning were recommended to schoolrnprincipals as well as teachers of the schools.

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