Exploring the implementation of school improvement programme at selected secondary schools of Woliata zone, Ethiopia

Abstract

School improvement is an essential programme for the realisation of quality education. The programme is expected to help the schools in improving the academic performances of their learners’ achievements. The implementation of SIP in Woliata Zone secondary schools was ineffective due to a lack of smooth communication among learners, teachers and the community. The study's main objective was to investigate and explore the implementation of the SIP at selected secondary schools in Woliata Zone, Ethiopia. The quality of education in secondary schools, in terms of school improvement and factors of school improvement, is well documented in existing literature. The qualitative research methodology was utilised to meticulously examine and investigate the implementation of the SIP at selected secondary schools in the Woliata Zone. The study was conducted at four selected secondary schools in the Woliata Zone. Data were generated from a purposive sampling of four principals, four supervisors, four SIP coordinators and 24 senior teachers through in-depth interviews and Focus Group Discussions respectively. Emerging themes from the generated data were established through basic points which were complemented by the Constant Comparative Analysis. The strategies for successful SIP implementation in the school and the implementation of the SIP domains and stages were the main influences on how the school improvement programme plan was implemented. For exploring SIP implementation in schools effectively, expectations of stakeholder performance are not realistic for several reasons, particularly because of the aspects of SIP and the limited contributions of stakeholders in schools. The study's greatest value or significance was in providing insight into SIP as well as suggestions for problem-solving. It is possible to conclude from the findings that the SIP has a direct impact on how well the school performs. Since such schools continue to perform poorly due to a low degree of SIP implementation, the schools ought to have handled the change process appropriately. As a final step, strategies to raise academic achievement at the school were suggested, including monitoring SIP cycles, building trust among all stakeholders, establishing a connection between the schools and other institutions through experience sharing, implementing recognition systems, and providing aid to the underperforming schools.