Abstract:
The purpose of this study was to investigate the current practices of teachers’ participation in the implementation of the school improvement program in secondary schools of kersa woreda, Oromia Region Kersa woreda. For this study, descriptive survey method was employed; both quantitative and qualitative data were used to gather information through questionnaire, interviews, document analysis and focus group discussion 110 teachers were selected by census, 3 principals, 4 vice principals, 1 supervisor and 21 school improvement program committees were selected by availability sampling. 2 Woreda education experts selected purposively. The data were gathered through questionnaire, were analyzed using percentage, frequency mean and standard deviation. Data obtained through interview, documents, focus group discussion and open-ended questionnaire were analyzed qualitatively. The findings show that the extent of teachers’ participation in the implementation, the key function such as planning, resource mobilizing, decision making, monitoring and evaluation was low. Factors that affect the teachers’ participation in the implementation of the SIP are lack of commitment and training, negative attitudes of principals. Furthermore, the level of participation of teachers to offer necessary support was low. In addition most of activities across the four domains were implemented also was identified. Insufficient school facilities, inability of teachers to properly play their role, inadequate planning and low involvement of teacher in the implementation of SIP and inadequate monitoring and evaluation were major factors that negatively affect SIP implementation. From the result of the study the findings, it possible to conclude that, there gap between intention and practices. Finally, recommendations were drown based on the findings. . To improve the situation, allowing the teachers to participate actively in the implementation of the school improvement program was found critical. To alleviate the problems and to improve quality of education, it was suggested that Woreda education office should allocate adequate budget and schools should design income generating mechanism, make schools teachers functional and strengthen monitoring and evaluation on school improvement program implementation and a allow teachers to participate actively in the implementation of the school improvement program
