Practices And Challenges Of Community Participation In The Implementation Of School Improvement Program In Primary Schools Of Ambo Town

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.