Abstract:
The main purpose of this study was to examine roles of kebele education and training
board in relation to school performance in kafa zone selected secondary schools. Primarily,
the study used a correlation Research design and the research was used both
quantitative and qualitative method. The total population of the study was three (3)
woreda, five (5) secondary schools and 260 respondents. The sample size of study was
118 participants which were selected by simple random sampling method. Data
collection methods were questionaries’ interview and document review. Questionnaires
were distributed to all sampled population118 respondents of the study. Interviews
were also conducted with KETB members and PTSA members. Data gathered was
entered in to SPSS version 22. Analyzed and interpreted using both descriptive and
inferential statistics. Moreover the correlation and regression method was employed.
The finding of the study showed that was roles of KETB is valued as important body for
school performance by majority of respondents but its practical implementation was not such
effective both sources of data concurrently confirmed that the outcomes of KETB as fruitful in
improving school performance but school performance was not perceived well which was
attributed to problematic performance. The result of Pearson correlation coefficient (0.867)
showed there was strong positive relationship between KETB and school performance. It was,
thus, concluded that roles of KETB is measured by its effectiveness as much as the value given
to it. But school performance is required to be improved. Developing conducive environment
dimension and Principal's facilitation role related dimension to PTSA and KETB have a
correlation value of 0.988. Developing conducive environment dimension of KETB involvement
have a correlation value of 0.822. Developing conducive environment dimension and Current
Status of KETB Members' role in the School has correlation value of 0.675. On the bases of
finding and conclusion it is strongly recommended that members of KETB should get adequate
training and capacity building that enables them to shoulder their duties and responsibilities on
school performance effectively. Additionally Woreda Education office and Zone Education
department along with other stake holders are recommended to continuously support by
fulfilling human and non-human resource in equipping and capacity building at secondary
schools of kafa Zone
