Abstract:
The purpose of this study was to assess the diversity management practice in Jimma zone selected secondary schools. It has been conducted in ten selected secondary schools. The study in general has been planned under the objective of investigating the practices of diversity management that faced by school managers to express the dimensions of diversity in schools. Moreover, it tried to provide a framework for the school leaders on how diversity management can manage properly, therefore: The study generally has raised four basic questions. To what extent the diversity management is effectively practiced, to what extent the teachers, principals and community support diversity management practice in secondary schools, what are the challenges that affect the effectiveness of diversity management in secondary school of Jimma zone? and what strategy have been used to manage diversity in secondary schools to answer these questions, two data gathering instruments were applied. The study used questionnaire as the main tool of data collection. There were three questionnaires: one for the principals, one for the teachers and a parallel one for the students. The students’ questionnaire was translated to Amharic to reduce ambiguity. The questionnaire was followed-up by interview with principals and teachers. The questionnaire data were analyzed using percentage and the open-ended items of the questionnaire, interview data were analyzed using qualitative description. Based on the data gathered, the study has been reached to its findings. In its finding, the practice diversity management in the selected schools not only for culture, linguistics and religion dimensions but also other diversity aspects were shown. The study was also identified the knowledge and skill of leaders to manage diversity in giving trainings and orientation on diversity is questionable. The study was also found managing diversity couldn’t play special role for the success of student’s academic achievement in these grade level. But managing diversity was valuable to harmonize student’s life when the students will join more diversified contexts. Besides, relevant conclusions and recommendations have been made. Generally, it would better incorporate basic components of multi-ethnic and multicultural education into the general national curriculum framework and the specific professional courses in an integrated manner and practical guidelines should be designed for school manager and leaders in line with Ethiopian Government Education and training policy
