EXPLORING THE PRACTICES AND CHALLENGES OF EDUCATIONAL MANAGEMENT INFORMATION SYSTEM IN GOVERNMENTAL SECONDARY SCHOOLS OF HARARI PEOPLES NATIONAL REGIONAL STATE, ETHIOPIA

Abstract

The purpose of this study was to assess the current practices and challenges of Educational Management Information System in Governmental Secondary Schools of Harari Peoples National Regional State and to find the barriers that cause these practices and problems of Educational Management Information System as well as to determine the possible solutions for these challenges. To carry out this study a concurrent mixed research design (QUAN – QUAL Model) was used. Participants were teachers (167) and education leaders (principals, EMIS Experts, and educational officers) by simple random sampling technique (lottery method) and purposive sampling methods respectively. The data were collected by using a questionnaire. The quantitative data analysis method were employed in order to reach to the results. Data obtained through questionnaire were analyzed and summarized using statistical tools. The statistics were entered into SPSS Version 20 software analysis. Statistical measures were performed on quantitative data assembled from the respondents; frequency count, Percentage, mean and standard deviation, were conducted. The study deals with examining the current practices and challenges of Educational Management Information System in Governmental Secondary Schools. The findings of the study revealed that respondents were in greater demands of EMIS professionals in their respective organizations though there is no skilled human power in the field. Finally it was recommended that Harari Education Bureau must have legal framework with a clear legal mandate to collect information from all education and training institutions and bodies, produce specific work guidelines for EMIS staff. Further, the Bureau should give great attention to accountability & responsibilities issues regarding collection of quality data and production of reliable information.