Abstract:
The main purpose of this study was to assess the status of school development strategic planning and implementation in secondary schools of Toke Kutaye woreda. Descriptive survey design of study was employed. Principals, vice principals, department heads and PTAs were selected by using both purposive sampling and census sampling techniques. A set of questionnaire was prepared, administered to a sample of 5 principals, 7 vice principals, 20 department heads, 58 teachers,5 PTA members and 5 WEO experts. Among 90 distributed questionnaires, 84(93.33 %) were properly filled and returned from principals, vice principals, department heads and teachers. Besides interviews were conducted with WEO experts and FGD with PTAs and documents of schools were consulted. Then the information, which obtained was analyzed by using percentages, frequency and mean score. As well as, the findings of the study revealed that participation of stakeholders in school development strategic planning and implementation was low in most cases and not at desired level in relation to some issues. Schools institutional capacities in terms of skilled manpower, financial management capability, and information management capability were found to be inadequate. Inconsistency follow up and evaluation mechanisms were among the major factors that affect school development strategic planning and implementation of the Toke Kutaye woreda secondary schools. Hence, to solve the major problems encountered with school development strategic planning and implementation, some potential solutions were recommended. Finally, communicate a clear purpose for strategic planning to participate as stakeholders, give awareness for stakeholders, allocate adequate budget by participating community and government. As well as, establish broad base ownership for school development strategic planning, enhance the institutional capacity of schools, developing appropriate strategies like conducive work environment, developing appropriate communication between school-community and school-education office, follow up and evaluation mechanisms as well as searching solutions for problems encountered on timely bases.
The study was divided into five chapters. Chapter one is introduction of the study, Chapter two mentions review of related literature, chapter three deals with methodology of the study, Chapter four is about the analysis and interpretation of data and the last Chapter is with major findings, conclusions and recommendations
