FACTORS AFFECTING THE PRACTICES OF KEBELE EDUCATION AND TRAINING BOARD IN SCHOOL MANAGEMENT OF BALE ZONE GENERAL SECONDARY SCHOOLS

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.