DIVERSITY MANAGEMENT IN GOVRNMENT SECONDARY SCHOOLS OF NORTH SHOA ZONE, OROMIA REGIONAL STATE

Abstract

This study was conducted specifically to assess diversity management in Government secondary schools of North Shoa Zone, Oromia regional state. Specific objectives of the study were to identify status of diversity, assess community engagement in managing diversity, identify challenges encountered by school communities in managing diversity and suggest strategies in managing diversity in school communities. The study employed descriptive survey design. Qualitative and quantitative data were used from questionnaire and interview guide then analyzed logically. Samples of respondents of the study were 8 woreda, 8 secondary schools, 193 teachers, 40 students’ council, 8 supervisors and 8 school principals. Data were collected by open and close ended questionnaire from students and teacher, interview guide from supervisors and school principals. Techniques employed in selecting sample were stratified simple random for teachers and availability for (students’ council, supervisors and School principals). Data analysis tools employed were mean, standard deviation, percentage frequency and ChiSquare. Findings of the study revealed that there are compositions of diversity in language, religions and ethnic. School community engagement in diversity management were in enhancing inclusion, preparing awareness creation program, communication ways among school communities, work environment care, class room management and leadership commitment. Challenges in diversity management were lack of (safe conditions, attention, manpower, commitment, and resource) and barriers to languages. Strategies used for managing diversity were communicating school vision and strategic plan to its community. Schools have to emphasize communication with its stakeholders, view communities as individuals and encourage work in diverse groups and base any decisions on objectives criteria. Teachers have to apply culturally responsive pedagogy and become role model for students. Students have to involve voluntarily in activities that are designed by teachers and school.