scholarly journals The Implementation of School Improvement Program in Ethiopia: Emphasis on Bahir Dar City Secondary Schools

2020 ◽  
Author(s):  
Jerusalem Yizengaw
Keyword(s):  
School Improvement ◽  
Data Collection ◽  
Secondary Schools ◽  
Private Schools ◽  
School Principals ◽  
Sampling Technique ◽  
Bahir Dar ◽  
Improvement Program ◽  
Leadership And Management ◽  
Management Domain

<p>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 10<sup>th </sup>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.</p> <p> </p> <p>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. </p>

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

2021 ◽  
Author(s):  
Jerusalem Yizengaw
Keyword(s):  
School Improvement ◽  
Data Collection ◽  
Secondary Schools ◽  
Private Schools ◽  
School Principals ◽  
Sampling Technique ◽  
Bahir Dar ◽  
Improvement Program ◽  
Leadership And Management ◽  
Management Domain

<p>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 10<sup>th </sup>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.</p> <p> </p> <p>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. </p>

scholarly journals The Implementation of School Improvement Program in Ethiopia: Emphasis on Bahir Dar City Secondary Schools

2020 ◽  
Author(s):  
Jerusalem Yizengaw
Keyword(s):  
School Improvement ◽  
Data Collection ◽  
Secondary Schools ◽  
Private Schools ◽  
School Principals ◽  
Sampling Technique ◽  
Bahir Dar ◽  
Improvement Program ◽  
Leadership And Management ◽  
Management Domain

<p>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 10<sup>th </sup>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.</p> <p> </p> <p>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. </p>

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

scholarly journals Identification of the Reasons of Childrens Anxiety and Submissive Attitude: A Comparative Study of Public and Private Schools

2019 ◽  
Vol IV (III) ◽  
pp. 300-308
Author(s):  
Muhammad Shakir ◽  
Mussarat Jahan ◽  
Shaista Noreen
Keyword(s):  
Data Collection ◽  
Comparative Study ◽  
Private Schools ◽  
Panic Attack ◽  
Negative Impact ◽  
Sampling Technique ◽  
Public And Private ◽  
Descriptive Research ◽  
State Of Mind ◽  
Convenience Sampling

The main purpose of this research was to analyse the children anxiety in both public and private schools. The main objectives of the study were (a) to identify the factor that involve to increase fear among children; (b) to investigate the positive and negative impact of anxiety on students academic performance; (c) to analyse the children learning state of mind during fear and submissive attitude. This descriptive research involved the data collection from ninety (90) teachers, three hundred and seventy five (375) students and forty (40) parents. They were selected by convenience sampling technique. It is found that when children are in fearful environment they feel panic attack and they participate less in class when they are in state of fear while most of the children think that stress, verbal threading and punishment is the basic cause of anxiety among early grades children.

scholarly journals School Administrators and Teachers Identification Mechanism of Students with Behavioral Problems in Secondary Schools: South West Ethiopia

2019 ◽  
Vol 6 (3) ◽  
pp. 854
Author(s):  
Aminu Jibril Arfasa ◽  
Jaffer Lola Dano
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Behavioral Problems ◽  
Random Sampling ◽  
School Principals ◽  
School Administrators ◽  
Sampling Technique ◽  
South West ◽  
South West Ethiopia ◽  
Identification Mechanism

The purpose of the study was to investigate school administrators and teachers identification mechanism of students with behavioral problems in secondary schools. The research method was descriptive survey method and quantitative research design was used. The researcher used both primary and secondary data as a source. The primary data was gathered through questionnaire while the secondary sources were from written documents. Study populations were school administers (school principals, vice school principals and unit leaders) and teachers of secondary school of south west Ethiopia. The sampling technique used to draw sample from study population was multi stage random sampling technique. First stage 5 zones in south western Ethiopia were selected. On the second stage, from each zones 3 woredas/twon and one secondary school in each woredas were selected. The schools administers of selected schools were selected by purposive sampling and teachers were selected by random sampling techniques. All school administers of selected secondary schools 45 schools administers (school principals, vice school principals and unit leaders) selected purposively and 420 teachers selected by simple random sampling techniques. The instruments of data collection were Likert scale closed-ended self- administered questionnaire for teachers and school administers.To check the reliability of instrument pilot testing was conducted on 30 individuals. Cronbach alpha calculated result showed that reliability coefficient was 0.83. Validation of the instruments was done by using experts' review and discussion. Based on experts comments irrelevant items were discarded and some ambiguous items were modified. The current study was used quantitative methods of data analysis. The analysis of data was done using percentage, mean and standard division while analysis of qualitative data was done by thematic analysis methods. The result of the study indicated both teachers and school administers were not used standardized tools to identify student’s behavioral problem. The mean scores of teachers (M= 3.40 with Sd 1.24) and school administers (M= 4.10 with Sd=1.01) agreed that most of the time they identify students behavioral problems by office discipline and/or classroom minor behavioral records and attendance the methods. In addition, both teachers and school administers reported that they identified students behavioral problems based on information get from peers, other staff teachers and parents. Both teachers and school administers perceived that internalized behavioral problems such  initiation of aggressive behaviors, harassments, lack of empathy and externalized behavioral problems external behavioral problems such as frequent absences from school or poor performance in school, exhibits persistent patterns of stealing and lying. From these results, it was recommended that to reduce student’s behavioral problems the researcher recommended that the school principals, teachers and other stakeholders should set some sorts of rules and regulations specific to the school with the active involvement of the students, in addition to the rules and the regulations of the country.

scholarly journals Effectiveness of Leadership Role in Taking Accountability Measures for School Improvement in Punjab

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 493-504
Author(s):  
Ishra Batool ◽  
Dr. Seema Arif ◽  
Muhammad Nadeem
Keyword(s):  
School Improvement ◽  
Leadership Style ◽  
School Principals ◽  
Monitoring And Evaluation ◽  
School Principal ◽  
Leadership Role ◽  
Participative Leadership ◽  
Improvement Program ◽  
Accountability Measures ◽  
Whole School

There is little research on the school principal leadership role for monitoring and evaluating school performance, while Pakistan being the signatory of Sustainable Development Goals, is committed to achieving quality education. Planned changes are undergoing in the governance structures (school accountability) affecting schools in general, particularly school principals. The province of Punjab has excelled in implementing School Reform Roadmap (a whole school improvement program) and conducting a monthly assessment to monitor and evaluate Literacy and Numeracy Drive (LND), an initiative to measure 3rd graders' educational attainment.  This research was conducted to review how the leadership role impacts achieving policy-mandated initiatives (LND) for schools' improvement. A case study method was opted for exploring the opinions of school principals from one district of Punjab. A self-constructed questionnaire comprising closed-ended items was used to get opinions from 194 elementary and primary school principals, while were interviewed to get detailed insight into barriers to school improvement and suggestion for better monitoring and evaluation. The case concludes that the participative leadership style is more prevalent among school principals, but the delegative style is more effective for school improvement.  Most of the infrastructural facilities are now available in schools, but unfortunately, computer lab and computer teachers are not available in most primary and elementary schools, which is the necessity of LND. The results inform that student attendance is still problematic for schools, and this challenge alone can negatively affect School Sector Reform goals.

scholarly journals Relationship between Selected School Determinants and Examination Cheating tendencies among Kenyan Secondary School Students

2018 ◽  
Vol 9 (3) ◽  
pp. 243-252
Author(s):  
John Timon Odhiambo Owenga ◽  
Pamela A. Raburu ◽  
Peter J. O. Aloka
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Systems Approach ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Ministry Of Education ◽  
School Students

Abstract The present study investigated the relationship between selected school determinants and examination cheating among Kenyan secondary school students. This study used a Sequential Explanatory design in Mixed Methods approach. The target population was 51,900 students in Kisumu County within 153 public secondary schools categorized as 2 National secondary schools, 21 extra county schools, and 130 county and sub-county schools with a total student population of 51,900 in Kisumu County. A simple random sampling technique was used to determine sample size which comprised of 380 respondents since the study was confined within specific ecological boundary which was public secondary schools. Data collection instruments included questionnaires, for general data collection from the respondents and in-depth interview schedules for one to one interview of respondents. The finding of the study shows that there was statistically significant, though weak, positive correlation (r=.211, n=360, p<.05) between school determinants and overall perceived level of exams cheating. The model shows that school determinants accounted for 4.5% (Coefficient R2= .045) of the variation in exams cheating among the students in secondary schools. The Ministry of Education should create ethical academy that would enhance a systems approach to understand misconduct and to empower change in higher education through ethical examinations. This is because the study reported that examination cheating is mainly determined by teachers with low ethical standards.

scholarly journals Impact of Leadership Traits on School Improvement of Secondary School Principals in Azad Jammu and Kashmir

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 275-282
Author(s):  
Maria Noureen ◽  
Dr. Nazir Haider Shah ◽  
Dr. Ziarab Mahmood
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Principals ◽  
Secondary School Principals ◽  
Sampling Technique ◽  
Leadership Traits ◽  
Major Purpose ◽  
Jammu And Kashmir ◽  
Descriptive Research

The major purpose of the research was to examine the effects of leadership traits of secondary school principals on school improvement. A descriptive research method was used to conduct the study. All 2270 secondary school teachers and 317 principals of division Mirpur were the population of the study. A universal sampling technique was used for the selection of samples. A questionnaire was developed which was focused on the objectives of the study. The instrument was based on the effects of leadership traits on school improvement. The instrument was validated from two experts of the field and the reliability of the questionnaire was measured through Cronbach's alpha. The reliability of the instrument was found .823 which was excellent for using the tool. The researcher used mean and linear regression tests for the analysis of data. It was found that the leadership traits of secondary school principals had a positive effect on school improvement. Therefore, it is recommended that school principals are proposed to practice different leadership traits in their school management to enhance school improvement.

scholarly journals Identifying the administrative challenges encountered by the principals in low-performing public secondary schools of Faisalabad District, Pakistan

2021 ◽  
Vol 4 (1) ◽  
pp. 5-16
Author(s):  
Khalida Parveen
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
School Administration ◽  
School Administrators ◽  
Sampling Technique ◽  
Basic Knowledge ◽  
School Type ◽  
Chi Square ◽  
National Education

According to the current situation, the most controversial issues emerging in developing countries are the excellence and quality of the national education. Several escalating challenges, especially those related to the secondary school administration, are inevitably responsible for poor administrative and academic performance. In addressing those challenges, school administrators are expected to take full accountability for the implementation of educational policies into practice efficiently. The key objective of the study is to explore the prospective challenges principals are encountering in low-performing public secondary schools. To fulfil the research purpose, a 5-point Likert scale questionnaire was developed. A sample of 122 secondary school principals in Faisalabad District was selected by taking advantage of purposive sampling technique. As a result, a total of 24 challenges were collectively validated through questionnaire survey. Frequency analysis approach was initially applied to figure out the most critical challenges. Accordingly, 7 challenges were found statistically significant with a frequency ≥50% for each factor. Additionally, school-type-based (rural vs. urban) analysis was performed by applying Chi-Square test. Furthermore, a taxonomy was developed to classify the identified challenges into nine basic knowledge-areas of school administration. The results revealed ‘Governance and Relationships” is the most significant knowledge-area attribute for school improvement.

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