Teresa, Teka Asfaw (2014) An Assessment of School Development Planning in Secondary Schools of Kellem Wollega Zone. Masters thesis, Addis Ababa University.
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Abstract
The main purpose of the study was to undertake an assessment of school development planning in secondary schools of Kellem Wollega zone in order to identify the strengths and weakness then to provide feasible recommendations to the identified problems. To this end, answers to the basic questions pertaining to preparing and planning of SDP, stakeholders’ involvement, implementation strategy and monitoring and evaluation mechanism, and potential challenges encountered in SDP process were sought in the study. Descriptive methods of research were also used in the study. In order to make the study manageable availability, purposive and simple random sampling techniques were employed. The subjects of the study were 30 school leaders, 117 teachers, 71 students, 12 PTA members, 12 KETB, 12 SIC and 6 WEO planning experts from 6 sample woredas out of 10 total woredas and 1 town administration. The data that collected through questionnaire were analyzed quantitatively in terms of numbers, percentages, weighted mean and rating scales. In addition to this, interview and document analysis were analyzed, interpreted and reported qualitatively. The findings of this study indicates that, the result of self assessment that the extent to which schools were set goals and priorities focused on the whole issues that SDP deals with, the extent to which schools organized necessary resources such as human power for SDP implementation, the extent to which schools involve teachers and students in the preparation of SDP, the degree to which teachers and students gained information and training in relation to SDP and the degree to which principals and department heads involve in plan preparation were found to be good. This implies that the secondary schools of the zone were found at the best beginning in school development planning. On the other hand, the study has revealed that the financial and material resources that the school organized for SDP implementation, the extent to which parents and community gained information and training for SDP implementation, the involvement of external stakeholders for SDP implementation, commitment of community leader and commitment of local political leader were below the requirement. In addition, the respondents unable to decide either or not timely monitoring and evaluation of educational strategic plan carried out, plan implementation meet objectives of the school, the school evaluate the plan on regular bases and external stakeholders evaluate the plan in day to day activities in secondary schools of the zone which show that the respondents have no any information related to this issue. In general, it is possible to conclude that, even though, SDP is a collaborative process that draws the whole school internal and external community together in shaping the school’s future development, the schools were not yet develop their internal capacity that enables them to solve so many problems that can be challenges them in school development planning. Therefore, it is recommended that, concerned government bodies particularly, the education sectors and administrative council bodies at different levels of the government structures in the zone, woreda and schools should give due attention in realizing and giving solutions to the problems identified in the study.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Africana |
| Depositing User: | Vincent Mpoza |
| Date Deposited: | 27 Nov 2018 08:16 |
| Last Modified: | 27 Nov 2018 08:16 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/7651 |
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