Abstract:
The purpose of this study was to School Improvement Program Implementation in Primary
Schools in Dire Inchini Woreda of West Shoa Zone. Mixed research method and descriptive
survey research design was employed to conduct the study. Two government primary schools
namely Waldo and Nano primary schools were the target of the study. One hundred sixteen (116)
teachers, six (6) school leaders (principals and vice principals), one woreda education office SIP
coordinator, one supervisor, 16 school PTAs were involved as primary sources. Questionnaire,
interviews, focused group discussions and observations were data collecting instruments. Data
obtained through questionnaires were analyzed using statistical tools like mean, average mean,
and standard deviation while data gathered through interviews, focused group discussions and
observations were used to complement the questionnaire data. The finding of the study revealed
that principals lack support for supervision of the education office and lack of a responsible body
to implement SIP. Primary schools faced challenges of the lack of available playground. Gaps
were also identified in the areas of paving ways for formative assessment timely, planned and
goal-oriented evaluation of SIP activities, initiating parents’ active participation for students’
academic achievement, lack of commitment, large school and class size, large students and
teachers. Woreda education office needs facilitating experience sharing and organizing short term
training based on benchmark of the four SIP domains during self-assessment, standardized
playground for schools, facilitating conditions for formative assessment planned and goal-oriented
teaching learning evaluation, parent’s active participation, increasing principal’s commitment
and bringing school size to the standard and improving their school improvement Programme. In
the areas of SIP activities, the resistance of the school community, lack of principals and teachers’
commitment and lack of stakeholders’ participation were observed as challenges. But poor
technical support from woreda education offices, Searching external funds, was not as challenging
for Waldo primary school principal. On the other hand, searching external funds, lack of inputs
and poor technical support from woreda educational offices were challenges to primary schools
principals to implement SIP.
