SCHOOL IMPROVEMENT PROGRAM IMPLIMENTATION IN SECONDARY SCHOOL OF HARARI REGION.

Abstract

The purpose of this study was to analyze the extent of school improvement program implementation in government secondary schools of Harari regional state. To this end, basic questions were raised regarding; the implementation of school improvement program to achieve the student achievement, to what extent do stakeholders participated in the implementation school improvement program in secondary school, what are the factors encountered during the implementation of school improvement program in secondary school and regarding the strengths realized in the implementation of school improvement program in secondary school in Harari Regional state. To accomplish this purpose, descriptive survey design was employed. Out of 5 government secondary schools 4 secondary schools were selected from the region by purposive sampling technique. Teachers were selected randomly as principals, vice principals, supervisors, student representatives, school improvement committees, and PTSAs members were selected by availability sampling technique. To this end, 4 principals,4 vice principals, 4 supervisors, 90 teachers and 146 student representatives, 28 school improvement committees members and 4 PTSAs representatives were the sample subjects of the study. Before data collection, and consistency of the questionnaire was checked by doing appropriate checking and pilot study was conducted. Data for the study were collected through questionnaires, interviews, focus group discussion and document review. The data were analyzed using frequency, percentage, mean, likert scale was used to analyze the responses of respondents. The major findings of the study indicated that inadequacy of formulating SIP plan. low continuous professional development, low practice of continuous assessments and student centered teaching method, insufficiency of financial and material supply to create supportive learning environment, inadequate laboratory and library services, poor community participation, poor leadership commitment for student achievement, low level of community mobilization by school leaders, insignificant regular communication with stakeholders and lack of consistent supervisory support from school supervisors in SIP implementation. It was concluded that since school improvement program in the study area was not implemented as indicated in the framework. The study recommended that by integrated effort of the schools and REB should provide capacity building trainings on SIP planning and implementation, revising the current CPD program in a way it builds teachers pedagogical skills, strengthen proper utilization of funds and resource mobilization, enhancing leaderships monitoring and evaluation skill, as well as supervisory role