Abstract:
The purpose of this thesis was The Practice and challenges of Educational Management
Information System (EMIS) secondary School of West Hararghie Zone. The major tools used
for data collection were questionnaires, interview guiding questions and observation checklists.
The data were collected from 113 secondary school teachers selected by stratified
random sampling, including 12 principals 30 department heads, 26 unit leaders, 6 record
office, 6 supervisors, and 6 woreda education office Statisticians were selected by using
availability sampling. A total of 203 respondents were included as subjects of the study.
Both primary and secondary sources of data were used. Questionnaires, interviews, and
document analysis were used as instruments of data gathering. The observation chick-list
also employed and analyzed for additional information. Descriptive and inferential
statics such as Mean, percentage, t-test and one way ANOVA were predominantly used
to indicate the extent of respondents’ group mean difference towards the issue raised.
The findings of the study indicated that low or very low status of the practices of EMIS at the
schools. Timely and reliable data/information managing data in high degree, truthful and update
information, clarity, completeness, and accuracy of data /information necessary materials,
equipment and document for EMIS were not available, EMIS structure and resource
allocation system were not well practiced ,EMIS output were not effectively utilized in
school decision making and planning. Some EMIS challenges like; poor ICT
infrastructure, poor coordination, Lack of shared vision for EMIS and unavailability of
clearly designed organizational structure for the EMIS. Finally, the study recommended
that: information should disseminate through modern technology including internet, web
and others, training and development should be implemented, establishing an
autonomous EMIS structure up to Schools level, organizing and put in place the
required amount of resources in order to improve the performance of EMIS and the
quality of education at large is also critical.
