Abstract:
The main purpose of this study was to assess community participations in the implementation of school
improvement program in some selected secondary schools of Dendi Woreda. The research design
employed in the study was descriptive survey. The research method employed both quantitative and
qualitative approaches. To this end, the sample size of 65 teachers, 37 school leaders (6 principals and
8deputy principals, 11department heads and 12unit leaders), 12 PSTA 6 KETB and 12 student council
were involved in the study. Teachers were selected using simple random sampling technique, while
school leaders, student council and community representatives were included in this study using
purposive sampling. The data gathering tools were questionnaire, interview and document analysis.
Questionnaire was employed to collect data from school leaders and teachers and interview was used
to gather information from KETB, PSTA and student council. Then, the information gathered through
closed-ended questionnaire was analysed using percentage and mean score while the information
gathered through interview and open-ended questions were narrated qualitatively. The community
participation activities such as, the community representatives participate in the preparation of
strategy and annual plans of the school, to manage and monitor the school resources, providing
orientation to parents about school policies and programs, and establishing a clear two way
communications were found inadequately implemented. The major challenges identified were, lack of
ownership of the community, teachers low level of concern/ willingness, lack of resource and poor
economic status, lack of skill and knowledge at the side of community representatives how to
mobilizing the communities and as a conclusion indicates, the level of the school to establish a clear
two way communications, welcome orientation meetings , providing information to parents on how to
monitor and discuss school work, there was absence of commitment and lack of responsibilities among
PSTA, KETB and other stake holders for real community participations, community participation was
inadequately implemented for school improvements programs. To overcome the challenges
encountered creating awareness for teachers and school leaders in advance with the overall
community participations, motivating/mobilizing communities and their representatives (KETB and
PSTA committee)to willingly take self-initiative and responsibilities in decision making of school
activities, assigning competent community representative (KETB and PSTA committee) and allocation
of sufficient resources to effectively achieve the intended school goals at the school level.
