Practices and challenges of school improvement program in secondary schools of assosa zone

Abstract

The purpose of this study was to assess the practices and challenges of school improvement program in secondary schools of Assosa Zone. Hence, it examined the core activities of SIP: preparation made for SIP implementation, teaching-learning practices, safe and health school environment, school leadership and management, and community participation domains, and challenges encountered during SIP implementation 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 in randomly selected eight (50%) secondary schools of Assosa Zone. Then, 111 teachers were selected using random sampling techniques particularly lottery method. 40 SIP committee members were included in the study by using census. 75 students’ representatives and 6 Woreda and Zone education supervision coordinators were involved in the study by using purposive sampling techniques. Questionnaire was the main instrument of data collection. Interview, document analysis, and observation were also utilized to substantiate the data gained through the questionnaire. Percentage, mean, standard deviation and one way ANOVA were employed to analyze the quantitative data, while qualitative data which was obtained through open ended questions, interview, document analysis, and observation were analyzed using narration. The results of the study revealed that, the preparation made for SIP implementation and SIP domain practices were not satisfactory. Stakeholders were involved in the difficult task of SIP implementation without having prior trainings. Its implementations were also inadequate in enhancing student achievement and reducing educational wastage (repetition and dropout). Furthermore, lack of training and experience sharing session, shortage of budget, and inadequate communication skill of school principals, inadequate monitoring and evaluation, shortage of support from community, lack of participatory decision making, lack of team work and collaboration, lack of school level policy and guidelines, inadequate willingness and commitments of stakeholders, and lack of school facility hinder proper implementation of school improvement program. From the result of the findings, it possible to conclude that, there is gap between policy intentions and actual practices. Finally, recommendations were drawn based on the findings. The point of the recommendations include: training opportunities on school improvement program for stakeholders through seminars, workshops and discussion forums about the program, develop school level policy and guidelines, participatory decision making and create and maintain a properly scheduled and organized formal monitoring and evaluation to enhance the school improvement progress and student achievements. Moreover, suggestions were forwarded to alleviate/solve the factors that hinder proper implementation of school improvement prog