Abstract:
The purpose of this study was to investigate the Community Involvement in Educational Practices in
Primary Schools of Ilu Aba Bor Zone .To conduct this study, Descriptive research design was employed.
The study employed both qualitative and quantitative approach with more emphases on quantitative
approach as the leading method. The sample techniques employed were both random sampling and
availability technique. Five (5) Woredas were selected using Simple random sampling technique. In
connection with this, 198 teachers were included into the sample using simple random sampling technique.
Besides 10 Principals, 50 Parent Teacher Association and 60 Kebele Education and Training Board
members and 5 supervisor were selected through availability sampling based on, their relation with the
issue to get sufficient information. Totally, this study encompassed 323 participants. Both closed and open ended questionnaires were administered for teachers. Interview was conducted with principal and
Supervisor. The other tool used in this study was document analysis and Focus Group discussion conducted
by Parent Teacher Association and Kebele Education and Training Board. Percentage, mean and standard
deviation were descriptive statistics used to analyze quantitative data. Qualitative data obtained from
interview, Focus Group Discussion and document analysis were described narrative. The findings of the
study indicate that community involvement regarding instructional activities was low or below from center
value of 3 scale, as a researcher used,(M=2.69, SD= 83) in addition the implementation of appropriate
mechanism to improve community involvement was below average (M=2.92, SD= .45). As evidenced in this
study, management related barriers, resource related barriers and policy related factors were affecting the
involvement of community in primary schools of the study area. Among the management related factors,
lack of responsible community representative and school leaders were the major once. In addition, lack of
sufficient income from the community was mentioned as one of the major challenges that have slowed down
community involvement in schools. More over to maximize community involvement, the following
recommendations were forwarded. These include woreda and school leaders should provide training for
Parent Teacher Association and Kebele Education and Training Board on their duties and responsibilities,
they also should develop school leadership capability through experience sharing program, giving feedback
to the community and conducing periodic assessment and evaluation on their performance. In addition,
community needs to take a lion’s share to improve their participation on meeting and discussion programs.
