Abstract:
The main purpose of this study was to investigate factors affecting kebele education and training board
members in carrying out their practice in school management of Bale zone general secondary schools. A
descriptive survey design which supplemented by mixed method were employed. Accordingly, samples of
five secondary schools found in five districts were selected by using simple random sampling. Further, 90
sample secondary school teachers were selected by stratified random sampling from the five secondary
schools proportionally. 5 school principals, 5 school vice principals, in the sample secondary schools and
each head district education offices were selected by availability sampling and 35 Kebele Education and
Training Board and 30 Parent Student Teacher Association were selected by purposive sampling .
Questionnaire was used to collect data from respondents. Interview guide and document review were also
conducted to supplement the information obtained through questionnaires. The data obtained
quantitatively were first edited, organized and tabulated and then analyzed using frequency counts,
percentage, mean, standard deviation and correlations. The qualitative data gathered through
interview and documents were analyzed using narration. The findings of the study revealed that in
some of the schools Kebele Education and Training Board did not hold all the society groups; not used
work guided manuals properly and the relationship between Kebele Education and Training Board and
other stakeholders were low as well as there were lack of commitments and some attitudinal problems in
school management. Finally, based on these findings, to improve the situation recommendations were
made on awareness creation programs and empowering the school board in school management issues; providing work guide document in the form of orientation and training before school board start
working; establishing variety of communication to inform school progress by concerned body.
