SCHOOL IMPROVEMENT PROGRAM IMPLEMENTATION IN SECONDARY SCHOOLS OF BALE ZONE IN OROMIA REGIONAL STATE, ETHIOPIA

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