THE ROLE OF COMMUNITY PARTICIPATION IN STUDENT PERFORMANCE AT GOVERNMENT SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE

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.