The Status Of Community School Relationship And Challenges In Government Primary Schools Of Ambo Town Admnistration, West Shoa Zone

Abstract

The main purpose of this study was to examine the status of community school relationship and challenges in government primary schools of Ambo town administration, west shoa zone. The descriptive survey research design was employed and mixed research method was used. Hence, the target population comprised school principal, teachers school board members, elected education leaders and PTAs members participate in the school- community interaction, with simple random sampling used to select 199 school teachers Thus, the sample of this research was consisting of, 27 members of parent teacher association, 20 school principals, and 36committee board members were selected purposively. The data gathering tools used was closed ended, open ended questionnaire, and structure interview based on the basic research questions and objective of the study. The data was analyzed by mean, standard deviation, percentage and frequency. The data obtained through questionnaire made a return rate of 93.4%. Accordingly, the following results were obtained as follows. Hence, with the exception of item 2, all the items were reported as a mean value of between 2.812and 3.632. But, item 2 mean value was reported to be high with (M=3.675, SD=1.07). The aggregate mean for involvement was found to be 3.33(SD=.65), which is considered as moderate. Similarly, all the items of school support were reported as a mean value of between 2.829 and 3.205. But, the aggregate mean for the school support the communitywas found to be (M=2.921, SD=.82), which is considered as high. All the items of challenges variable were also reported as a mean value of between 3.128 and 3.521. But, the aggregate mean for the school support the communitywas found to be (M=3.26, SD=.839), which is considered as a medium. Generally, participation of the school community was limited in the development and implementation process due to lack of technical knowledge and skills of the parents, although effective primary school curriculum implementation requires community participation to drive reforms, provides financial and technical support. Finally, further studies need to be investigated on high schools