Abstract:
The purpose of this research was to examine the extent of’ school self-assessment practices and
challenges in Ilu Aba Bor zone secondary schools. To conduct this study, the descriptive cross
sectional survey design was employed by integrating both quantitative and qualitative research
approaches. Multistage sampling technique was employed to select the participant. Accordingly,
simple random sampling technique was used to select Woredas, teachers and purposive
sampling was used for school principals, department heads, woreda TDP experts, KETB
chairperson and PTSA chairperson in Ilu Aba Bor Zone. In connection to this (248 respondents),
8 principals ,8 vise principal,8-unit leader,32 department head,8 PTSA chair person,8 KETB
chair person ,4 supervisors and 4 TDP experts were selected by purposive sampling and 168
teachers were selected by simple random sampling technique. Both primary and secondary data
were used as source of data. As instrument interview, questionnaires, document analysis and
FGD were used. To analyze the data from questionnaires, descriptive statistical analysis like
frequencies, percentage and inferential statistics like Mann-Whitney test were also used to
distinguish the response difference between participants. Moreover, the qualitative data obtained
from interview, document analysis and from open-ended questionnaires were described by
narration. Subsequently, findings of the study indicated that Ilu Aba Bora zone secondary
school’s self-assessment committee were not identifying school problems, gathering evidence,
writing report improvement, developing a school self- assessment planning, implementing and
monitoring. Additionally, of teachers and principal’s attitudes towards school self-assessment
practices were very poor. Further, the findings show that, school self- assessment practice was
affected by shortage of educational finance, lack of school facilities, lack of adequate stake
holder’s commitment, lack of adequate school infrastructures and lack of practical training.
Finally, based on the finding the researcher recommended that strong collaboration should take
place among stakeholders is one of important tools to insure school self- assessment in
government secondary schools in Ilu Abba Bor Zone. In addition, woreda and zone education
office should organize training opportunities for principals and concerned stockholders on
school self-assessment
