Abstract:
The main purpose of this research was to study School Improvement Program Implementation
in Secondary Schools of Bale Zone. To conduct this study, a descriptive survey design was
employed. A total of 126 respondents (77 teachers, 15 principals, 12 SIP committee, 18 PTSAs,
and 4 woreda SIP coordinators) were included in the study. The teacher, SIP committee and
PTSAs respondents were selected by simple random sampling technique, whereas principals
and woreda SIP coordinators were selected by availability sampling techniques. The data were
gathered through questionnaire, interview and documents analysis. Data gathered through
questionnaire were analyzed using frequency, percentage, weighted mean, standard deviation
and one way ANOVA F-test. Data obtained through interview and from documents were
analyzed thematically. The findings of study revealed that the level of teachers, principals, SIP
committee, PTSAs and woreda SIP coordinators participation in SIP implementation;
overcoming challenges of SIP implementation were not to the needed standards. They
participate most in issues related to curriculum and instruction, and involved least in budget
and expenditure priorities. Principals’ participate in encouraging teachers, SIP committee, PTSAs and woreda SIP coordinators involvement in SIP implementation practices were found
to be ineffective. Absence of participatory school leadership, lack of trust between teachers
and principals, lack of training and support, lack of commitment, lack of resistance and
absence of motivation were some of the factors that were found to have impeded teachers,
SIP committee, PTSAs and woreda SIP coordinators practices in SIP implementation. These
likely affect the overall activities of SIP implementation in general and teachers, SIP
committee, PTSAs and woreda SIP coordinators involvement in SIP implementation in
particular. It was thus concluded that due concern was not given to teachers, SIP committee, PTSAs
and woreda SIP coordinators role in SIP implementation in this study. Finally, it was
recommended that woreda and zonal education offices should facilitate condition in which
trained principals in school administrative will be assigned who can empower teachers and
SIP committee and other stakeholders involve in SIP implementation
