Abstract:
The main purpose of this study was to investigate the practices and challenges of school
improvement program implementation in the primary schools of Ambo Town. Four basic
research questions were raised in this study. The research method employed in the study was
both quantitative and qualitative method and descriptive survey design was employed for the
data analysis. The sampling technique used in this study was simple random method and the
samples used were 124 teachers, 37school leaders with the total of 161 participants out of
269 study populations. The data gathering tools employed was questionnaires, interview,
personal observation and document analysis. Having pilot tested, closed-ended
questionnaires were administered to 161 participants. Moreover, the structured interview
questions that support the responses given to the closed ended questionnaires were provided
to purposively selected principals. Then, the information gathered through the questionnaire
was analyzed using frequency, percentage mean score, standard deviation. The analysis was
made using SPSS version 27.T-test was used to check the existence of significance differences
in perceptions between the two occupational groups of respondents (teachers and school
leaders) on the issues under investigations. The qualitative data obtained through interview,
personal observation and document review were organized and analyzed to ensure the data
obtained using questionnaires. The findings indicated that despite the high work experience
and academic qualifications of teachers and principals, the SIP committee members were
less knowledgeable, hindering the program's effective implementation and reducing student
productivity. There were less educated and less experienced SIP committee member. The
implementation of School Improvement Programs in the schools is influenced by, lack of funding,
inadequate facilities, SIC's inability to perform duties, and lack of oversight. Low teacher
participation, lack of resources, cooperation, self-evaluation, principal and teacher turnover, and
teacher resistance contribute to SIP. To overcome the challenges encountered, the researcher
has been forwarded the recommendations: The school leaders and other concerned bodies
should work closely and give sustainable capacity building trainings for the stakeholders who
are involved in SIP implementation.
