Community participation in schoool improvement program in ilu abba bora zone secondary schools

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.