Abstract:
The purpose of this study were to assess the community participation in school
improvement program in secondary schools of Ilu Aba Bora Zone. Hence, it examined
the core activities of school improvement: community participation domains such as
Promoting education, engaging with community, school environment and Community
Participation, school leadership and Community Participation, and challenges School
improvement in the study area. To accomplish this purpose, the study employed a
descriptive survey method, which is supplemented by qualitative research. The study
was carried out under clasterly selected seven secondary schools of Ilu Aba Bora Zone.
A total of 196 individuals were participated in the study. Among them140 teachers were
included as a sample through simple random sampling technique especially lottery
method. Additionally, 14 secondary school principals, 14 School improvement
committee members, 14 Kebele education and training board and 14 Parent teacher
association members, were included through purposive sampling technique whereas,
principals were through availability sampling. Questionnaire and interview was the
main instrument of data collection. Interview was utilized to substantiate the data
collected through the questionnaire the analysis of the quantitative data was carried out
by using percent, mean and standard deviation. Data obtained through open ended
questions, and interview were qualitatively analyzed. The results of the study revealed
that, community participation in school improvement were not satisfactory. Stakeholders
and school Kebele education and training board, School improvement and parent
teacher association members were in a difficult position to run school improvement
activities as they didn’t have prior trainings. Furthermore, lack of training and shortage
of budget, and inadequate communication skill of school principals, shortage of support
from community, lack of team work and collaboration, lack of school level policy and
guidelines, inadequate willingness and commitments of stakeholders, Lack of safe and
attractive school environment and lack of school facility hinder proper implementation
of school improvement. In short, there is gap between policy intentions and actual
practices. Finally, the study came up with the following recommendations: training
opportunities on school improvement for stakeholders through seminars, workshops and
discussion forums about the about community participation: develop school level policy
and guidelines, design a strategy to ensure sustainable participation of the community
and create a strong awareness among stakeholders so as to get them actively involved in
school improvement activities.
