Abstract:
This study was intended to assess the major school environmental factors that influence effective
learning and teaching process in Secondary Schools of Guji Zone, Oromia Regional State. The st
udy involved 373 students, 110 teachers, 12 principals, 6 supervisors and 42 members of parent t
eacher associations. Questionnaires, interviews, focus group discussion and document analysis
were employed as data gathering instruments. 483 questionnaire were distributed to the students
and teachers and from the distributed questionnaires 478(98.9%) were returned back. Based on
the data obtained through data gathering tools, analysis was made using descriptive statistical t
ools as frequency, percentage, and mean. Additionally, inferential statistics like independent sam
ple t-test was employed to analyze the data obtained. Consequently, the findings showed that the
re were major school environmental factors that influence effective learning and teaching proces
s, there were shortage of school facilities and instructional materials, weak relationship among s
tudents, teachers, principals, supervisors and supportive staffs or schools community, low comm
unity participation in the school affairs, and weak respects among students, teachers and school
leaders. There were inadequate tutorial class for female, low achievers, and top ten students, ina
dequate continuous assessment given to students, low cooperative learning, low participation of
students in co-curricular activities were found as the results. Poor managements and utilization
of instructional materials, low motivation of students to do their home work and participation in
their lesson were also results. These major school environmental factors highly influence the effe
ctive learning and teaching process and the overall efficiency of the school activities. Therefore,
in order to alleviate these problems, the school should fulfill the school facilities, properly mana
ge and utilize the instructional materials, prepare participatory school improvement operational
and strategic plan, strengthen school-community relation, NGOs and other stakeholders, and str
engthen continuous assessment, encouraging students and teachers as they participate in co-curr
icular activities are recommended
