AN ASSESSMENT OF SCHOOL IMPROVEMENT PROGRAM IMPLEMENTATION IN SECONDARY SCHOOLS OF AFAR REGION, ETHIOPIA

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.