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The Implementation of School Improvement Program in Ethiopia: Focusing on Bahir Dar City Secondary Schools

The main purpose of this research is to
establish an assessment of the
implementation of school improvement program: a comparative study between
government and private secondary schools of Ethiopia in Bahir Dar city
administration. In the city administration there are a total of 17
secondary schools of which 11 schools is public and the rest 6 are private
owned. Based on proximity, this study purposively took 3 public and 2 private
secondary schools. Simple random sampling technique was also used to obtain 85 students
from grade 10th of the entire population. Out of 85 samples, 56
respondents were taken from government schools and the rest 29 were taken from
private schools. Principals, teachers, educational experts and Parent Student
Teacher Association (PSTA) were selected by purposive sampling technique. The
instruments used for data collection were questionnaire, semi
structured-interview and document analysis. The
documents included school improvement policies, strategies and practices; with
particular reference to recent updated in SIP. This instrument used for
analyzing the SIP implementation from inspection checklist, GEQIP reports, and
other related publications. The validity analysis of the respondent was done on
selected respondents that can be representative of the sample population and
also are in a professional level. The respondents of the pilot study have
pointed out the shortages of the original data collection instrument by
rendering critical suggestions, which are incorporated by revising the survey
questionnaire and the calculated Cronbach Alpha for the five Likert-scale items
was found to be 0.86 which indicated the reliability of the instrument. The
study adopted quantitative and qualitative methodology with a descriptive research
design in a comparative perspective.

 

The present study found out that learning environment domain is the top
most implemented domain in government and private schools; while, leadership and management domain is the
least implemented domain in both government and private schools. There
is significance difference with the implementation of learning environment and community
involvement domain between government and private schools. While, there
is no significance difference in the implementation of leadership and management domain and teaching and learning domain
between government and private schools. It was recommended that, government
should play the leading roles to create conducive environment to undertake
challenges in the implementation of SIP, providing workshops, seminars and
training to orient and train all stakeholders, appointment of school principals
should be better if it is done based on merits, let school principals to work
at one school for some academic years in able to attain consistency of the
program implementation.