PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS ABOUT SCHOOL IMPROVEMENT PROGRAM IN SECONDARY SCHOOLS OF HARAMAYA WOREDA, EAST HARARGHE ZONE

Abstract

The purpose of the study was to assess perceptions of school principals and teachers about school improvement program in two secondary schools, namely, Adele and Ugaz Schools located in Haramaya woreda, East Hararghe Zone. To conduct this study, the descriptive survey design involving both quantitative and qualitative methods were used. All available 54 teachers, 3 principals, 2 vice principals and 1 supervisor were considered in the study. Questionnaires containing close and open ended questions were designed and distributed to teachers and schools principals. Interview was also conducted with the school principals. The data was analyzed using Microsoft Of ice Excel and count. The findings shows that the majority of school principals and teachers were not perceived certainly or held indecisive position on the domain of teaching and learning, school leadership and management, community participation, and safe and healthy school environment domains. School principal’s and teacher’s perceptions about their responsibilities in school improvement program were not taken positively. Among, the characteristics of school principals that related to the measurement of teachers’ perceptions about school improvement program, autocratic, bureaucratic and laissez-faire leadership styles were above the average (m=3), but democratic leadership style below the average (m=3). Among the perceived challenges, shortage of finance and materials which impedes the implementation of the program and insuf iciency of school principal’s support were existing in the study school. To conclude, The lack of strong feeling about the SIP domains, inherent to SIP responsibility of teachers and principals and the dominance of autocratic, bureaucratic and laissez-faire leadership styles are generating negative perception that seriously af ect SIP implementation and improvement. Therefore, convincing, motivating and training teachers and principals; raising financial and material needed, and engaging seriously all stakeholders in the issue and challenges of the domain of SIP are recommended to develop positive perceptions of teachers and principals about the SI