Abstract:
The main purpose of this study was to assess the role of community participation in
student performance at government secondary schools of East Hararghe Zone, Oromia
Regional State. To conduct this study, descriptive survey research design was employed.
A total of 146 teachers’ respondents, 5 school principals, 5 vice principals, 5 supervisors,
11-unit leaders and 27 Parent Teacher Student Association members was included in the
study. School leaders were selected using purposive sampling while the teacher
respondents were selected using stratified sampling techniques. The data were gathered
through questionnaire and interview. Data gathered through questionnaire were
analyzed using percentage, frequency, mean, standard deviation, and weighted mean.
Data obtained through interview and open-ended were qualitatively analyzed. Findings
from the data analysis revealed that the majority of teacher respondents scored undecided
with regards to Community Participation in Achieving Student Performance by school
leaders and teachers. The study clearly indicated that the results of community
participation help to benefit students, parents, and schools. As study indicates, inability
of school leaders to mobilize community, lack of community awareness, and poor follow
up of community on performance of their children is some of the challenges. Based on the
findings, it can be concluded that teachers there were some of challenges that affect
students’ academic performance like lack of establishing communication channels, poor
follow up of the community for their children and lack of trust. It is recommended that
woreda education office in collaboration with school should increase the awareness
about how community participate in schools in order to monitor their child and follow
the schools’ progressive activities.
