IMPLEMENTATION OF SCHOOL IMPROVEMENT PROGRAM ON PUBLIC SECONDARY SCHOOLS: THE CASE OF MIRAB BADAWACHO WOREDA/SNNPR, ETHIOPIA

Abstract

The purpose of this study was to assess the implementation of school improvement programs in secondary schools of Mirab Badawacho Woreda. To achieve this objective, a descriptive survey design was employed. All 6 secondary schools in Mirab Badawacho woreda were selected by using available sampling technique. They consisted 125 teachers, 6 principals, 12 vice-principals and 6 supervisors. Teachers were selected through random sampling techniques, principals, vice principals and supervisors were selected using the available sampling techniques. Questionnaire and interview were used to substantiate the results of the study. Both primary and secondary sources of data were collected from various sources. Primary data was collected from principals, secondary school cluster supervisors, woreda educational focal personnel, school improvement committee members and teachers who teach in adequate exposure to the implementation of SIP in Mirab Badawacho woreda secondary schools. The secondary data was collected through document review, education sector development program, school improvement program blueprint and implementation manual. The SPSS version 20 was used to analyze the quantitative data. The qualitative data coded and analyzed in the study under the respective objectives through thematically. Inadequate skills and knowledge of educational leaders and management in the implementation of school improvement program, lack of awareness among stakeholders in implementing school improvement program, absence of collaboration with stakeholders, inadequate utilizations of available budget, lack of some learning facilities and lack of commitment are the factors that affect in implementing school improvement program. Based on the findings, the researcher recommended that principals, Woreda Education Offices and other top management bodies have to give sustainable fund raising to fill the school gaps and closely follow up in order to help and qualify school leaders