CONTRIBUTION OF PARENT TEACHER STUDENT ASSOCIATION AND KEBELE EDUCATION TRAINING BOARD IN IMPROVING QUALITY OF EDUCATION IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE

Abstract

The purpose of the study was to investigate the contribution of PTSA and KETB in improving quality of education in secondary schools in East Hararghe Zone Oromia regional. In conducting this research descriptive design was used. The primary sources of data were 87 teachers random sampling technique was used. 12 parent student teachers association and 17 kabele education and training boards were available sampling techniques used. 5 principals and 5 supervisors selected through purposive sampling technique respectively. Questionnaire was the main instrument of data collection. Document analysis and interview were also utilized to substantiate the data obtained through the questionnaire. Percentage, frequency, means, standard deviation, and inferential statistics likes independent-test were employed in analyzing and reporting the results. Qualitative data obtained through open ended questions, document analysis, and interviews were analyzed using narration. The finding of the study revealed that the participation of parent teacher student association and kebele education training boards lack of knowledge and skills on how to practice in improving quality education which in turn restricts their commitment to involve on school activities. Moreover, it is indicated that the school principals and teachers had an aversion to words the participation of parent teacher student association and kebele education training boards in improving quality education. As a result poor communication between schools and community indicated. Finally, strategies to enhance the contribution of parent teacher student association and kebele education training boards were also indicated to improve quality education at school under the study. These mechanisms are provision of clearly defined roles and responsibilities to parent teachers’ student association and kebele education training boards making the school environment open for community participation, establishing continues discussion with stakeholders, participation of short and long term training and designing turn on mechanisms.