School based decision making and its implmention in jimma zone secondary schools

Abstract

The main objective of this study was to investigate the school based decision making and its implementation in secondary schools of jimma zone. To conduct this study descriptive survey design was employed. Out of total population o f 241 respondents 42 teachers,15 principals and 19 PTSA members were selected by simple random sampling methods ,while principals by purposive and PTSA members were selected by availability sampling methods Or techniques the data were gathered through questionnaire, FGD and document analysis data gathered through questionnaires were analyzed through quantitative approaches using percentages, mean standard deviation and the independent sample t- test where as data obtained through FGD and document analysis were qualitatively analyzed. The major finding of the study disclosed that decision making process secondary schools were practiced less than the expected level which needs improvement in the school communities‘ involvement such as in school budget preparation and disciplinary issues were involved at medium level in decision making areas such as setting learning objectives and co curricular activities .the study also revealed that students were not fully participated in school decision making in most sampled schools .besides .the study indicated that in its implementation few school leaders were not sufficiently effective in encouraging stakeholders and making decision. More over fear of risk taking and un willingness to share decision with stalk holders were found to influence school decision making .it was thus concluded the participation of teachers ,PTSA and students in areas of school decision making was medium. This is likely to affect the overall activities of the school in general and teaching learning process in particular. Thus it is recommended that school leaders are expected to make informed decision through active involvement of school leaders are expected to work cooperatively to reduce fear of risk taking, create strong sense of ownership moral and recognition among stalk holders‘ and encourage parents to show greater interest in their children‘s education.