Community Participation in School Improvement Program in West Shoa Zone Secondary Schools

Abstract

The purpose of this study was to assess the community participation in school improvement program in secondary schools of west shoa Zone. The core activities of school improvement: community participation domain such as Promoting education, engaging with community, school environment and CP, school leadership and CP, and challenges SI 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 under clustery selected seven secondary schools of West Shoa Zone. A total of 435 individuals were participated in the study. Among them 339 teachers were included as a sample through simple random sampling technique especially lottery method. Additionally, 24 secondary school principals, 24 SIC committee members, 24 KETB and 24 PTA members, were included through purposive sampling technique whereas, principals were through availability sampling. Questionnaire and interview was the main instrument of data collection. Interview were also utilized to substantiate the data collected through the questionnaire The analysis of the quantitative data was carried out by using percent, mean and standard deviation. While data obtained through open ended questions, and interview were qualitatively analyzed. The results of the study revealed that, community participation in school improvement were not satisfactory. Stakeholders and school KETB, SIC and PTA members were in a difficult position to run school improvement activities as they didn’t have prior trainings. Furthermore, lack of training and shortage of budget, and inadequate communication skill of school principals, shortage of support from community, lack of team work and collaboration, lack of school level policy and guidelines, inadequate willingness and commitments of stakeholders, Lack of safe and attractive school environment and lack of school facility hinder proper implementation of school improvement. In short, there is gap between policy intentions and actual practices. Finally, the study came up with the following recommendations: training opportunities on school improvement for stakeholders through seminars, workshops and discussion forums about the about community participation, develop school level policy and guidelines, design a strategy to ensure sustainable participation of the community and create a strong awareness among stakeholders so as to get them actively involved in school improvement activiti