IMPLEMENTATION OF SCHOOL IMPROVEMENT PROGRAM IN SECONDARY SCHOOLS OF HARARI REGIONAL STATE

Abstract

The purpose of this study was to assess the implementation of SIP in secondary schools of Harari Regional State and to identify the challenges that encountered during the implementation process. In conducting the study, a descriptive survey design was employed. The study involved 163 subject teachers and 27 SIC members, 9 school principals and vice principals, and 4 supervisors selected from the four sample secondary schools through available sampling technique. Questionnaires, interview guides and document analysis were used as data gathering instruments. Analysis of data was made using the descriptive statistical tools such as, mean and standard deviation for quantitative data. With regard to the implementation of the four domains of SIP, the result of this study revealed that: teachers’ use of active learning methods and a range of continuous assessment methods in the class, the schools’ ability in mobilizing the community to provide resources to support the implementation of SIP and the habit of taking responsibilities and leading a disciplined life among students the practices were low. Moreover, provision of quality school facilities for all staffs and children and carrying out schools’ decisions and administrative processes, the practices were unsatisfactory. Although the implementation of SIP was intended to achieve three objectives, the result of the study revealed that one of the intended objectives of enabling schools to become effective by ensuring good governance and democratic practices was unsatisfactory and low. The findings of the study also showed that: the problem of obtaining sufficient funds and the use of financial resources for activities that do not support improvement of students learning achievement, inability of the school principals to coordinate efforts of all stake holders for SIP implementation, inability of SIC members to play their role in the planning and implementation of SIP, lack of thorough self assessment of schools before preparing SIP plan and developing the plan without involving all stakeholders and lack of effective follow up, monitoring and supervision of school activities are the challenges that encountered the implementation of SIP. It was recommended that: subject teachers should regularly use various active learning and implement continuous assessments methods in the classroom to support underperforming students. The school principals together with SIC and WEO should work together to mobilize the community to obtain resources for SIP implementation. .Quality school facilities like standardized laboratory, library, teaching materials and other services should be provided to schools. It is advisable to conduct a regular evaluation and reviewing of SIP implementation by supervisors to take appropriate and timely measures. The HREB and WEO should reward teachers, principals and SIC members who effectively improve students’ learning and learning achievement to high standards. Schools should develop SIP plan after conducting effective self evaluation to identify their strength and weaknesses.