Abstract:
The purpose of the study was to assess the implementation of School Improvement
Program in four secondary schools, namely, semera, Mohammed Hanfere, Melkawore and
Nemilefan secondary schools located in zone one and zone three in Afar region. Both
quantitative and qualitative methods were used. The data obtained from questionnaires
were analyzed using statistical tools such as frequency count and percentage. On the other
hand, data obtained through interview, observation check list, and document analyses was
analyzed qualitatively to substantiate the result of the quantitative analyses.
Questionnaires containing close ended and open ended questions were designed and
distributed to four groups of stakeholders. Interview was also conducted with the head of
the Woreda Officers, teachers, supervisors, principals, students, CPD coordinators. The
stakeholders were asked varied questions on the different aspects of the school
improvement program .Totally 355 respondents were taken from the available population
of the schools. The population of the study was 44 teachers,8 school principals,11
Regional bureau officers,292 students, and all available members of school improvement
committee. The sampling techniques used were simple random and availability sampling.
All the principals, all available and willing teachers, and SIP committee and the head of
the Woreda Office were considered in the study. The findings revealed that there is
significant lack awareness among the stakeholders, shortage of finance and materials
which impedes the implementation of the program, lack of collaboration, lack of self
evaluation, and teachers’ resistance to the program. Based on the analysis of the data, the
following conclusions were made: most of the activities across the domain were not fully
implemented, the awareness creating effort made by the schools was only partially
successful, and the involvement of stakeholders in planning and implementing of the
program is not satisfactory. As for impediments, the program suffered from lack of
awareness on the part of stakeholders, financial constraints, lack of materials, lack of
collaboration among stake holders, poor evaluation of curriculum, lack of self evaluation,
low commitment for students academic achievement ,and teachers resistance to the
program. The following major recommendations were made: The concerned body should
convince and motivate teachers to implement SIP and financial and material provision
should be raised, work should be done to improve academic performance of students, to
bring regular communication with stakeholders, and to get consistent supervision support
from Zonal and Regional educational bureau in SIP implementation.
