The practices of school based management in secondary Schools of kefa southern nation nationalities and Peoples of ethiopia

Abstract

The purpose of this study was to assess the practices of school based management in secondary schools of Kefa Zone. Descriptive research design with concurrent collection and analysis of quantitative and qualitative data was employed. Both primary and secondary sources of data were used. The data was collected through questionnaires, interviews, and FGD and document analysis. The quantitative data were analyzed through frequency, percentages, mean and SD whereas the qualitative data were narrated and explored in words. The study was conducted on 132 sample size as respondents, and the collected data was analyzed through frequency, percentages, Mean and SD and the qualitative data was analyzed through thematic analysis. The finding of this study shows that the staff development and instructional leadership process were perceived at adequate level of practice. Besides the students’ gross and net enrollment rate as well as fair or equal enrollment rate of female to male students. This study also found that the SBM practices in the schools were constrained with problems such as: Inconsistency of mentoring newly employed teachers, lack of providing school based on job training and evaluating its effect on staff development, Inadequate practice of participatory decision making, lack of effective monitoring and evaluation procedures and inconsistency of providing effective supervisory function, inadequate survival rate of students at these secondary schools, low participation of pupils in class room instruction, inability of students in cooperative learning skills, low achievement of students in reading, writing and arithmetic skills , lack of parental support and inability of making conducive school environment which attract students for learning. Therefore, based on the finding of the study , the researcher concluded that as one of the SBM the staff development and instructional leadership process were perceived at adequate level of practices in contrast the practices of participatory decision making ,monitor and evaluation, resources management as well as function of supervision were at inadequate level of practices , and the participation of community in setting the school priorities , the involvement of school –community in allocation of resources to exercise the school and engagement of external audit resources utilization are at in adequate level of implementation. Finally, based on the finding and conclusion, the researcher recommended that the school principals, KETB, PTA committee members and the whole school community should actively participate in SBM practices in regard of setting the school developmental plan, allocation of necessary resources in school improvement.