COMMUNITY PARTICIPATION IN SECONDARY SCHOOL LEADERSHIP THE CASE OF HAWI GUDINA WOREDA, WEST HARARGE ZONE OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The main purpose of this study was to investigate the community participation in secondary school leadership in three selected secondary schools in Hawi Gudina woreda, Western Hararge Zone of Oromia Region. Regarding respondents 140 teachers were selected by using simple random sampling technique of (60%), 12 principals and 6 supervisors were selected by using available sampling techniques. The total sample for this study is 158 which the researcher believes was enough to conduct the study. Method of data collection was questionnaire, Interview, Document analysis, and quantitative data was collected through questionnaires’ and then processed by using version 20 of Statistical Package for the Social Science (SPSS), and were analyzed by employing different statistical tools (Frequency, mean and standard deviation). The major findings of the study are the following: With regarded to community participation in planning of school activities, there were a number of teachers, of directors and supervisors of the total respondents asserted that their role in this regard was low. Due to this school yearly plans were developed, discussed, all sort of adjustments were made by teachers and principals and sent to Woreda Education Office and the mean values of respondents regarding participation of community in decision making of school activities were below the ideal mean value. In most cases decision were made by principals together with teachers. Regarding community participation in the performance of the secondary schools the result shows low community participation. Recommendations on the basis of the finding and conclusions with regard to community participation in secondary school leadership, the following possible solutions are recommended. Regional education beruae at all level should increase the awareness of stakeholders on how to participate in secondary school leadership and improving students’ academic achievement and upgrading understanding of school principals and teachers by creating discussion forums, seminars, consultative meeting to make principals committed, open minded and supportive.