School Self-Assessment Practices and Challenges in Ilu Aba Bora Zone Secondary Schools of Oromia Regional State

Abstract

The purpose of this research was to examine the extent of’ school self-assessment practices and challenges in Ilu Aba Bor zone secondary schools. To conduct this study, the descriptive cross sectional survey design was employed by integrating both quantitative and qualitative research approaches. Multistage sampling technique was employed to select the participant. Accordingly, simple random sampling technique was used to select Woredas, teachers and purposive sampling was used for school principals, department heads, woreda TDP experts, KETB chairperson and PTSA chairperson in Ilu Aba Bor Zone. In connection to this (248 respondents), 8 principals ,8 vise principal,8-unit leader,32 department head,8 PTSA chair person,8 KETB chair person ,4 supervisors and 4 TDP experts were selected by purposive sampling and 168 teachers were selected by simple random sampling technique. Both primary and secondary data were used as source of data. As instrument interview, questionnaires, document analysis and FGD were used. To analyze the data from questionnaires, descriptive statistical analysis like frequencies, percentage and inferential statistics like Mann-Whitney test were also used to distinguish the response difference between participants. Moreover, the qualitative data obtained from interview, document analysis and from open-ended questionnaires were described by narration. Subsequently, findings of the study indicated that Ilu Aba Bora zone secondary school’s self-assessment committee were not identifying school problems, gathering evidence, writing report improvement, developing a school self- assessment planning, implementing and monitoring. Additionally, of teachers and principal’s attitudes towards school self-assessment practices were very poor. Further, the findings show that, school self- assessment practice was affected by shortage of educational finance, lack of school facilities, lack of adequate stake holder’s commitment, lack of adequate school infrastructures and lack of practical training. Finally, based on the finding the researcher recommended that strong collaboration should take place among stakeholders is one of important tools to insure school self- assessment in government secondary schools in Ilu Abba Bor Zone. In addition, woreda and zone education office should organize training opportunities for principals and concerned stockholders on school self-assessment