Challenges of and opportunities for implementing the school improvement programme in the public secondary schools of Iluababor Administrative Zone in Ethiopia

Abstract

The purpose of the study was to assess Challenges of and Opportunities for Implementing the School improvement Programme in the Public secondary Schools of Iluababor administrative zone in Ethiopia. In the study a mixed research methodology was employed, specifically the sequential explanatory designs with a high priority on the quantitative and the sequential exploratory design and with less priority on the qualitative data. Out of 24 secondary schools, 12 secondary schools were selected by random sampling from six geographically clustered secondary schools. In the study (out of a total of 540 sample populations, 287 research participants were selected by random sampling/lottery method, 220 male and 67 female) were participated to fill the questionnaires. For interviews from six clusters (12 school principals, 12 district education experts, six secondary supervisors and four zone education experts) were selected by purposeful sampling to participate in the interviews sessions. Whereas, for focus group discussions ( 21 parent teachers‟ association (PTA) members; and 21 members of student councils) were as well selected by the purposeful sampling technique from three clustered geographical locations of the schools respectively. The collected data was analysed using statistical programme for social science software (SPSS) version 21. To analyse the data from questionnaires, descriptive statistical analysis like frequencies, percentile, mean values, and standard deviation were used. While, qualitative data generated from interviews, focus group discussions and document analysis were transcribed, coded and interpreted thematically. The findings indicated that with regards to the quantitative data analysis, the performances of the school improvement programme aggregate of the four domains summary of the mean values and standard deviations 287 (Mean = 2.82; SD = 0.74) showed that the indicators of practices among the school improvement programme domains were low in performance. The qualitative results as well confirmed the quantitative results. In this case, the mean value was above average and the standard deviation value was more tightly clustered around the mean. This means that the results were concurrent of each other and thus reliable. The findings revealed that, even though secondary schools put a lot of effort towards averting the challenges in school improvement, it could hardly bear fruit due to insufficient supplies of inputs and processes. This resulted in the school improvement programme performances lagging behind the set goals and targets. Additionally, the findings indicated that the major challenges in the implementation of the school improvement programme in secondary schools (9-10) were: weak collaboration among stakeholders, lack of capacity building, inefficient administrative services, limited commitment of school leadership and school governing bodies, poor school leadership and management, passive and inactive involvement of parents and local community, and, in the academic affairs, students were not successful in terms of attendance and the achievement of learners. Based on the findings, it is recommended that school principals, teachers, administrative staff, students, parents and local school communities be well equipped with basic knowledge and skills on the school improvement programme. This could help in fostering critical thinking and the problem solving capacity of the learners. In addition, school principals and the school governing bodies have to apply the recommended strategies in the study so as to alleviate the challenges in (grades 9-10) secondary schools. Above and beyond, the study suggested that in order to get better learners achievement, a strong team spirit should be established among school principals, secondary school supervisors, teachers, students, parents and local communities, and by expanding capacity building networks within the coming five years. Consequently, the schools management teams and other stakeholders of secondary schools (9-10) have to plan for continuous training and orientation on the nature, practice and significance of school improvement programme implementation.