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