The purpose of this study is to investigate the state of public participationrnin relation to the disparity it possibly has by school level, size, appropriation,rnexperience of principals, and geographical setting.rnTo treatrnparticipation,rnapproach.rnboth the micro and macrornthe study was made to basernfactorsrnon thernof the intensityrnmajor componentsrnofrnofrnpublicrnsystemsrnThe data made in use were collected mainly through questionnaire from 98% ofrnrespondents from both groups representing school systems ' and the publicrnsuprasystem, as well as through structured interview as a supportive from 100% ofrnschool principals . Mainly one-way ANOVA/correlation statistical techniques werernused to analyze the data .rnTaking all things together, the results indicated that by level, the primary;rnby size, the small-size; by appropriation, the non-government; by experience ofrnprincipals, those schools with experienced principals; by geographical setting, thernrural schools are found exceeding correspondingly their counter parts under theirrnrespective dimensions with regard to :rnTheir openness amplitude to public participation;rnEnhancing the extent of public influence on their educationalrnoperation;rnIntensifying the magnitude of the economic, political-legal, social,rnand technological-educational dimensions of public participation.rnStatistical treatments proved that the disparities in public participationrnamong the categories under those dimensions happened mainly due to the relationshiprnbetween the dimensions of this study and the degree of occurrence of the majorrncomponents of the systems approach in dealing with public participation.rnYet, what ever the difference is, it is apparently understandable that thernschools as a whole are found in a pertinent need of increased public participationrnin their endeavour of educational operation. Thus, the following are expected fromrnschools, the public , and from the government as suggested by the study.rnIt is indispensable to develop two-way relationship between the schools andrnthe public. Thus, the schools being more open and using socialization as theirrnstrategy in responding to pubic demands, have to enable the public to participaternand support them more economically, legally, socially, and educationally.rnPublic representatives (local administrative councils) have to creaternconditions for the public to participate being organized so that the educationalrnoperation in schools would be economically efficient, legally responsive socioculturallyrnrelevant, and educationally effective.rnThe government or policy-makers have to strengthen school administrationrncommittees by establishing at Woreda (District) level as boards of education forrnbetter coordination and with better legal protection enabling the public to sharerneducational responsibility in light of decentralization. This can be done byrnsecuring the educational policy nationally and the administrative task at the wouldrnbe educational board level&updating both the curriculum as well as the work andÂ·rnorganization designs .: /