Implementation of School Improvement Program in Secondary Schools in Assosa zone

Implementation of School Improvement Program in Secondary Schools in Assosa zone | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Implementation of School Improvement Program in Secondary Schools in Assosa zone Shimelis Mesfin This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5793738/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Purpose: The purpose of this study was to assess the implementation of school improvement program (SIP) in secondary schools of Assosa zone. Methods: Descriptive survey design was employed. The size of the population was 316 which consisted of 302 teachers and 14 school principals. Of these, 177 respondents were taken into the sample using stratified random sampling technique. Close ended questionnaire and interview were used to collect the data. Descriptive and inferential statistical analysis techniques were used to analyze the data collected through the questionnaire. Results: The result of one sample t-test showed that teachers and school principals had low perception on the awareness, planning and implementation of SIP. The result of independent sample t-test revealed that statistically significant mean differences were not found between teachers and school principals on awareness, planning, and implementation. The result of one way ANOVA indicated that there was no significant difference among respondents on awareness of SIP due to their work experience, while had different perception on the planning, and implementation of SIP. SIP was poorly implemented due to lack of awareness, resources, skilled manpower, collaboration, smooth relationships; follow up on SIP and absence of self-evaluation. Conclusion: Based on the finding of this study, it is concluded that SIP is poorly implemented due to personal and institutional factors. Leadership and Ethics Awareness Implementation Planning School improvement program 1. Introduction In the era of globalization, education plays a vital role to speed up the overall socio-economic development of the country. Lockheed and Verspoor (1991) also believe that education is the corner stone of economic and social development. That is, it plays a significant role in the development of human capital which ensures the acquisition of knowledge and skills that enable individuals to increase productivity (Battle & Lewis, 2002). Similarly, Wood Hall (1992) confirmed that education as a recognized form of investment in human capital which yields economic, social, political and cultural benefits. Therefore, the role of education is not just to impart knowledge and skills that enable the beneficiaries to function as economic and social change agents in the community but also to impart values, ideas, attitudes and aspirations. Improving schools in a well-designed manner is the only alternative of nations in a globalized world to realize the purposes of education. Schools enable individuals and society to make all rounded participation in the development process by acquiring the necessary knowledge, skills and attitudes (MoE, 1994). Thus, schools are expected to enhance the performance of students through improving the teaching-learning process, learning environment, school leadership and community participation. Ethiopia has faced economic and cultural barriers that deteriorated the quality of education for many years. Hence, it is necessary to respond to the accumulated educational problems at different levels of education related to educational system and curriculum that did not address the needs and problems of the society (MoE, 2002). Due to the short comings of the past educational system, the 1994 education and training policy has given due attention to equity and access of education, restructuring education system, changing curriculum, making teacher training relevant and improving educational management to improve the quality of education. To improve the quality of education, General Education Quality Improvement Package (GEQIP) has been introduced in 2007 in Ethiopia. The GEQIP consists of six programs; school improvement program, teachers development program, educational leadership and management program, curriculum improvement and implementing program, civic and ethical education program and information and communication technology expansion program (MoE, 2007). School improvement program (SIP) is one of the major components of GEQIP which is geared towards the improvement of primary and secondary schools. It has been developed with the intention to bring improvements in the overall practices of schools and student learning. Related to this, Hopkins (1994) also conceived SIP as a strategy to bring educational change that enhances students’ outcomes as well as strengthening school capacity for changes. On a global scale of the current educational climate, SIP initiative becomes the focus of attention and the dominant approach for educational change to enhance the quality of student learning and achievement as well as strengthening school internal capacity for change (Hopkins, 2001). SIP is a strategy to ensure the quality of education in schools by bringing changes in schools. As Mortimore cited in Hopkins (2004) has recently described school improvement as the process of improving the way school organizes, promotes and supports learning which includes changing aims, expectations, and organizations, ways of learning, and method of teaching and organizational culture. In Ethiopia, SIP was launched to improve the quality of education through enhancing student learning achievement and outcomes (MoE, 2007). Accordingly, SIP is aimed to support schools in addressing the major domains related to teaching-learning, learning environment, school leadership and community participation (MoE, 2010). Each domain is equally important, if anyone is weak, the strength and the success of the whole will be affected. As a result, it requires the active participation of all stakeholders such as teachers, students, parents and local community, supervisors, school leaders and expertise at different levels. Harries in Hopkins (2002) has noted the difficulty to change school management and working culture as a challenge to implement SIP in developing countries. Hence, it is essential to undertake systematic assessment on the effectiveness of SIP after it has been introduced. Educators around the world have been trying to make changes in schools to meet the needs of individuals and the society at large. In the mid and late 1970s, school improvement efforts were directed at improving students’ basic skills and implementing state wide testing programs to ensure the acquisitions of these skills (Carlson, 1996). The rapid growth and change of the needs of the society require schools to update their system in line with the necessity of the society. Such increasing competitive environment in which schools are operated forced them to advance standards and improve the quality of their service (Harris, 2005). According to MoE (2005), Ethiopia has made significant progress to access education at all levels with a rapid rate in accordance with a sharp increase in the number of teachers, schools and institutions. As a result, improvement in the availability of trained teachers and some other inputs are indispensable for a high quality education system. Disparities were decreased through a more than average improvement of the situation of the disadvantaged and deprived groups in the emerging regions (MoE, 2005). Efforts were also exerted to make the content and the organization of education more relevant to the diversified needs of the society. Although major investments were made to improve the number and qualifications of teachers as well as the availability of equipment, student achievement has not been sufficiently improved (MoE, 2010). The gain in access has little meaning if it is not accompanied with improved student learning and attainment. This implies that if students do not acquire important knowledge and skills, they will not be able to compete within a global economy. This shows that the quality of education has not been improved in Ethiopia despite improvement was brought in access, relevance and equity. Following the rapid enrollment expansion in Ethiopia, the issue of quality has become a point of discussion and major concern among all stakeholders including the government. There is a general concern that the rapid enrolment expansion accompanied by inadequate resources; incompatibility of existing capacity and lack of organizational arrangements may result in declining of academic quality and standards. One issue which needs more attention than previous time is absence of quality of school infrastructure due to strong reliance on low-cost constructions (MoE, 2010). This may be one of the factors that contribute for low quality of education and student achievement. As a result, more attention has been given to quality school facilities in ESDP IV to improve the performance of students. It is necessary, therefore, to shift attention to quality concerns in general and to those inputs and processes which translate more directly into improved student learning which changes the school into a genuine learning environment; quality-focused school supervision, internal school leadership, increased student participation and school-community partnerships. To achieve the above purpose, SIP becomes one of the major educational initiatives which many nations have developed and implemented to realize the provision of quality education (Plan international, 2004). Similarly, Hopkins (2004) also described school improvement as an appropriate response to the current pressures for educational reform that focuses on the learning needs of students and establishing appropriate organizational conditions within the school. The research findings indicated that the implementation of SIP in schools were not effective in achieving its objectives. For example, a study conducted by Dereje (2012) indicated that there was poor implementation of SIP due to lack of proper self-evaluation, low involvement of stakeholders in the planning, shortage of budget and presence of poor monitoring and evaluation system. Similarly, poor implementation of SIP was associated with lack of awareness, shortage of resources, self-evaluation and teachers’ resistance to implement the program (Rahel, 2014). In addition, Lemessa (2012) as cited in Rahel (2014) has studied the implementation of SIP in secondary schools of East Wollega Zone. He found that the awareness of students and parents about the objectives of SIP and their responsibility in the implementation of the program was low. Moreover, Gizaw (2003) has showed that though the activities undertaken to improve the quality of education in the country are promising, SIP was not properly implemented in schools to improve the quality of education. As indicated by different researchers, there was poor implementation of SIP in schools. Though some studies have been done on the implementation of SIP in some areas, study has not been conducted on its effectiveness in secondary schools of Assosa zone. Hence, this study was aimed to assess the implementation of SIP in secondary schools of Assosa zone. Thus, the researcher formulated the following research questions: 1. To what extent do teachers and school principals aware of SIP in secondary schools of Assosa zone? 2. To what extent are teachers and school principals participating in planning SIP in secondary schools of Assosa zone? 3. To what extent is SIP implemented effectively in secondary schools of Assosa zone? 4. Are there significant differences between teachers and school principals on awareness, planning and implementation of SIP in secondary schools of Assosa zone? 5. Are there significant differences among respondents on awareness, planning and implementation of SIP based on work experience in secondary schools of Assosa zone? 6. What are the major factors that hinder the implementation of SIP in secondary schools of Assosa zone? 2. Research Methods 2.1 Research Design Research design is also the blue print that describes the conditions and procedures for collecting and analyzing data (McMillan & Schumacher, 2010). Since this study contained relatively large number of participants to assess the implementation of SIP in Assosa zone secondary schools, descriptive survey design was found suitable. Therefore, the researcher followed this design as a guide to the research using mainly quantitative methodology. 2.2 Population, Sample size and sampling Techniques There are eight woredas and one city administration in Assosa zone in Benishangul Gumuz regional state. Of these, four woredas such as Assosa, Kurmuk, Bambasi, and Sherkole were selected using simple random sampling technique for the purpose of this study. The researcher considered all 14 secondary schools which were found in the four woredas. Specifically, eight schools from Assosa woreda, two schools from Kurmuk woreda, two schools from Bambasi woreda, and two schools from Sherkolle woreda were included in the study using comprehensive sampling technique. In these schools, there were a total of 316 staff members (302 teachers and 14 school principals) which were considered as the population of the study. For manageability reason, the sample size of this study was determined using Yamane (1973) formula given as: Where; N = total population n = required sample size e = level of precision= 0.05(5%), and assuming 95% confidence level Therefore, 177 respondents were drawn from the total of 316 teachers as the sample of the study. After determining the total sample size of the study, the sample size of each school were calculated based on the respective size their population. This helped the researcher to select representative sample from each school since the number of respondents in the selected woredas were significantly varied. Thus, the sample size of each school was determined using proportional sample allocation formula developed by Pandey and Verma (2008) as shown below. Where; n k = Sample size of k th stratum N k = Population size of the k th stratum N = Total population size n = Total sample size Table 1: Summary of population and sample of the study Woreda Name of schools Number of teachers in each school (N k ) Sample size of teachers each school (n k ) Assosa Hoha Kutir 2 secondary school 22 12 Oura secondary school 17 9 Megele secondary school 20 11 Komishiga secondary school 19 11 Selga general secondary school 18 10 Tsetse secondary school 20 11 Abrahamo secondary school 16 9 Gumba secondary school 16 9 Kurmuk Kurmuk secondary school 21 12 Shitalo secondary School 18 10 Bambasi Bambasi secondary school 71 40 Ewuket Fana secondary school 19 11 Sherkolle Halmu secondary school 21 12 Teyba secondary school 18 10 Total N = 316 n = 177 With regard to the qualitative data, five respondents were purposively selected to collect the data through interview. 2.3 Data Collection Instruments Questionnaire and interview were used to collect the data. The questionnaire had five parts containing close ended items. The first part of the questionnaire consisted of three items about the characteristics of research respondents. The second part contained 5 items used to assess respondents’ level of awareness about SIP. The third part of the questionnaire consisted of 10 items to measure respondents’ level of participation in SIP planning. The fourth part also used 33 questions to assess about the implementation of SIP. Finally, 8 questions were used to identify major factors that hinder the implementation of SIP in the fifth part of the questionnaire. Finally, respondents rated items using five point Likert type items ranging from 1 (strongly disagree) to 5 (strongly agree) to measure respondents’ level of awareness, participation and implementation of SIP as well as assess challenges that hinder the implementation of SIP. 2.4 Pilot Test Pilot test was conducted on 30 respondents found outside the main sample of the study to test the reliability of items using Cronbach’s Alpha. The reliability coefficients of items with Cronbach Alpha (α) are (.92, .83, .81 & .88) for awareness, planning, implementation and challenges to implement SIP respectively. Items with reliability coefficients greater than .80 are considered as reliable (George & Mallery, 2010). Thus, the reliability coefficients of items in the questionnaire confirmed that all items were internally consistent to measure the variables of the study. 2.5 Data Gathering Procedures Before starting to collect the data, the researcher asked permission from school principals about their willingness to gather the data from their schools. Based on the given permission, the researcher selected sample teachers and school principals using appropriate sampling techniques. Then, the researcher distributed the questionnaire to the respondents with the help of unit leaders and department heads. 2.6 Data Analysis Techniques Descriptive and inferential statistical analysis techniques were used to analyze the data using SPSS software. Specifically, one sample t-test was used to assess teachers’ and school principals’ level of awareness about SIP (RQ #1). One sample t-test was also used to assess teachers’ and school principals’ level of participation in planning SIP (RQ #2). To investigate teachers’ and principals’ participation in SIP implementation, one sample t-test was also used (RQ #3). Independent sample t-test was used to assess if significant differences were found between teachers and school principals on awareness, planning and implementation of SIP (RQ #4). One way ANOVA was also employed to determine whether there are significant differences among respondents on awareness, planning and implementation of SIP based on work experience (RQ #5). One sample t-test was used to identify the major factors that hinder the implementation of SIP (RQ #6). Finally, the data collected through semi structured interview were analyzed qualitatively. 3. Results and Discussion This section presents the findings of the study according to the themes of the research questions. The results and discussions of findings are presented concurrently. 3.1 Teachers’ and school principals’ awareness about SIP Table 2 A one sample t-test on the awareness SIP Variables Mean Std. Test value Mean difference t-value Sig.(2-tailed) Awareness of SIP 13.066 3.885 15 -1.933 -5.475 .000 N = 177, df = 176, *Sig. <.05 The result of one sample t-test indicated that the mean score of teachers’ and principals’ awareness (13.066) was lower than the test value at (t = -5.475) at df = 176. The negative mean difference and t-value of awareness also ensured that the obtained mean score was lower than the test value. This shows that teachers and school principals had low awareness towards the presence of SIP in the schools. This result is similar with the finding of Habtamu ( 2014 ) and Rahel ( 2014 ) that teachers and respondents had no sufficient awareness about SIP. 3.2 Teachers’ and principals’ participation in planning SIP Table 3 A one sample t-test on the planning of SIP Variable Mean Std. Test value Mean difference t-value Sig.(2-tailed) Planning of SIP 24.992 5.906 30 -5.008 -9.329 .000 N = 177, df = 176, *Sig. <.05 As depicted in Table 3 , the result of one sample t-test indicated that the mean score of teachers’ and principals’ perception on the planning of SIP (24.992) was lower than the test value at (t = -9.329) at df = 176. The negative mean difference and t-value also confirmed that the obtained mean score was lower than the test value. This indicates that teachers and school principals had low participation in planning of SIP for their schools. This result is congruent with the finding of Dereje ( 2012 ) that there was weak participation of stakeholders in the planning of SIP due to lack of commitment of school leaders to involve teachers, students and parents in the planning phase. On the contrary, Rahel ( 2014 ) found stakeholders participate in the planning of SIP but their involvement was not reached at the expected level. 3.3 Implementation of SIP Table 4 A one sample t-test on the implementation of SIP Implementation of SIP Mean Std. Test value Mean difference t-value Sig.(2-tailed) Teaching-learning domain 24.686 5.562 30 -5.314 -10.510 .000 Learning environment 24.488 5.731 30 -5.512 -10.582 .000 School leadership 11.967 3.459 15 -3.033 -9.645 .000 Community participation 19.141 4.812 24 -4.859 -11.109 .000 Overall implementation 80.281 17.324 99 -18.719 -11.886 .000 N = 177, df = 176, *Sig. <.05 As shown in Table 4 , the results of one sample t-test indicated that the mean scores of teaching-learning domain (24.686), learning environment (24.488), school leadership (11.967) and community participation (19.141) were lower than the respective test values at (t = -10.510), (t = -10.582), (t = -9.645) and (t = -11.109) respectively at df = 176. The respective negative mean differences and t-values of these dimensions also attested that the obtained mean scores were lower than the test values. The overall mean score about the implementation of SIP (80.281) was lower than the test value at (t = -11.886) at df = 176. The negative mean difference and t-value also proved that the obtained mean score was lower than the test value. This shows that SIP was poorly implemented in secondary schools. This result is similar with the finding of Abera ( 2013 ) and Habtamu ( 2014 ) that SIP was poorly implemented in secondary schools. In contrast to this result, Dereje ( 2012 ) and Rahel ( 2014 ) reported that schools implement SIP at moderate level with regard to teaching-learning process, school leadership, conducive learning environment and community participation. 3.4 Mean differences between teachers and principals on awareness, planning and implementation of SIP Table 5 Independent sample t-test of mean differences between teachers’ and principals’ perception on awareness, planning and implementation of SIP Variables Groups N Mean SD T- test for equality means Mean difference t- value df Sig(2-tailed Awareness Teachers Principals 163 14 13.106 12.500 3.971 2.449 .6061 .425 175 .672 Planning Teachers Principals 163 14 25.070 23.873 6.036 3.642 1.1958 .552 175 .582 Implementation Teachers Principals 163 14 80.451 77.875 17.509 15.245 2.5763 .405 175 .686 Significance level, *p < .05 Table 5 indicated that the result of independent sample t-test revealed that statistically significant mean differences were not found between teachers and school principals on awareness (t = .425, df = 175), planning (t = .552, df = 175) and implementation (t = .405, df = 175) at p > 0.05. This implies that teachers and school principals had similar perception about the awareness, planning and implementation of SIP. 3.5 One way ANOVA on awareness, planning and implementation of SIP Table 6 One way ANOVA on awareness, planning and implementation of SIP among respondents based on their work experience Variables Groups Sum of Squares df Mean Square F Sig. Awareness Between Groups 105.644 3 35.215 2.415 .070 Within Groups 1705.828 173 14.580 Total 1811.471 176 Planning of SIP Between Groups 357.728 3 119.243 3.645 .015 Within Groups 3827.264 173 32.712 Total 4184.992 176 Implementation of SIP Between Groups 3080.069 3 1026.690 3.648 .015 Within Groups 32932.378 173 281.473 Total 36012.446 176 *Significance level at .05 level The result of one way ANOVA indicated that there was no significant difference among respondents on awareness of SIP at (F = 2.415, p = .070) due to their work experience. This means that teachers and school principals had similar perception on the awareness of SIP based on their work experience. On the contrary, significant differences were found among respondents regarding the planning (F = 3.645, p = .015) and implementation (F = 3.648, p = .015) of SIP based on work experience. This implies that teachers and school principals with different work experience had different perception on the planning and implementation of SIP. 3.6 Challenges of SIP implementation Table 7 A one sample t-test on the challenges of SIP implementation Planning of SIP Mean Std. Test value Mean difference t-value Sig.(2-tailed) Lack of awareness about SIP 3.49 .838 3 .488 6.402 .000 Shortage of resources 3.71 .926 3 .711 8.444 .000 Shortage of skilled man power 3.68 .977 3 .678 7.634 .000 Absence of collaboration 3.84 .922 3 .843 10.057 .000 Lack of smooth relationships among stakeholders 3.67 1.020 3 .669 7.221 .000 Absence of supportive school structures and culture 3.70 1.005 3 .702 7.686 .000 Lack of follow up on SIP 3.71 1.036 3 .711 7.544 .000 Absence of self-evaluation 3.88 .905 3 .884 10.743 .000 N = 177, df = 176, *Sig. <.05 The results of one sample t-test showed that the mean scores about the challenges of SIP implementation due to lack of awareness (3.49), shortage of resources (3.71), lack of skilled manpower (3.68), absence of collaboration (3.84), lack of smooth relationships (3.67), absence of supportive school culture and structure (3.70), lack of follow up on SIP (3.71) and absence of self-evaluation (3.88) were higher than the respective test values at (t = 6.402), (t = 8.444) (t = 7.634), (t = 10.057), (t = 7.221), (t = 7.686), (t = 7.544), and (t = 10.743) respectively. This implies that teachers and school principals perceived that SIP was poorly implemented due to the above mentioned problems. Rahel ( 2014 ) also reported low level of SIP implementation due to lack of awareness in the stakeholders, shortage of resources, lack of cooperation among stakeholders, lack of self-evaluation and teachers‘ resistance to the program. Similarly, the result of this study is consistent with the finding of Habtamu ( 2014 ) on the poor implementation of SIP because of poor commitment of school management for student achievement, poor regular communication with stakeholders, and poor practices of community participation as well as lack of qualified manpower in the area of school leadership and turnover of school principals. A research conducted by Dereje ( 2012 ) and Abera ( 2013 ) indicated that shortage of resources, lack of follow up, low involvement of stake holders in SIP implementation, inadequate planning of SIP process, lack of training, lack of teachers' commitment, lack of incentives, and incompetence of school leadership were the major factors that hinder the successful implementation of SIP. 4. Conclusions Based on the results obtained, the following conclusions are drawn. · Teachers and school principals had low awareness about SIP. · Teachers and school principals had low participation in the planning of SIP. · There was poor implementation of SIP in relation to teaching learning process, learning environment, school leadership and community participation. · The results of independent sample t-test indicated that there was no significant difference between teachers and principals on awareness, planning and implementation of SIP. · The result of one way ANOVA revealed that significant difference was not observed among respondents on the awareness of SIP due to their work experience, while they had different perception on the planning and implementation of SIP on their work experience. · SIP was poorly implemented in the schools due to lack of awareness, shortage of resources, lack of skilled manpower, absence of collaboration, lack of smooth relationships, lack of follow up on SIP and absence of self-evaluation. Declarations There is no conflict of interest. Funding: The author did not get any funds to conduct this research. Acknowledgments I would like to thank Bekele Melaku and Abebe Teshome for coordinating the data collection process at the research sites. I am also grateful to Assosa zone secondary school teachers who participated in filling out the questionnaire for this study. Ethical Considerations The required ethical requirements were followed throughout all phases of the study. Initially, a permission letter was granted by the woreda education office head to collect the data from the research sites. Then, the researcher provided information to the participants about the purpose of the study before they were involved in the study. The respondents were also informed that their involvement in the study was voluntary so they would withdraw from the research at any time if they wanted to do so. 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Improving primary Education in Developing countries. London: Casell. McMillan, JH. & Schumacher, S. (2010). Research in education. Evidence-based research . (7th Ed.). Boston: Pearson. MoE (1994). Education and Training Policy: Federal Democratic Republic Government of Ethiopia. (1st Edition), Addis Ababa. St. George Printing Press. MoE (2002). The Education and Training Policy and its Implementation: Addis Ababa. MoE (2005). Education Sector Development Program III. Addis Ababa: MOE. MoE (2007). School Improvement Program: The Frame Work: Addis Ababa. MoE (2010). School Improvement Program Guidelines, Final Draft: Addis Ababa: MoE. Plan International (2004).The School Improvement Program. Rahel, A. (2014). The implementation of school improvement program in Kokebe Tsibah and wondyrad preparatory schools . Unpublished Master thesis. Addis Ababa University. Woodhall, M. (1992). Changing sources and patterns of finance for higher education: A review of international trends. Higher education in Europe , 17 (1), 141-149. Additional Declarations The authors declare potential competing interests as follows: There is no conflict of interest related to this study. Supplementary Files DatacollectiontoolSIP.docx Data collection Tool Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5793738","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":399760254,"identity":"2ab1c9c6-d6ef-42dc-9d3b-dc542e85a83e","order_by":0,"name":"Shimelis Mesfin","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBUlEQVRIiWNgGAWjYDACCcYGBoYCCQYG9saGAx8qgCLMzA1EaDEAauE5fPDhjDMgLYyEtIAIAxAjLdmYtw3EI6BFfnZz64YPBhb2ug05ZpIz59VG87cDtfyo2IZTi8Gdg203ZxhIJG47cMZM4uO247kzDjM2MPacuY1bi0Ri220eA4kEs4M9QFu2HcttAGphZmzDrUV+BlDLHwMJe7PDPGbSvHOO5c4npIXhBlAL0C7GbcfYgN5vqMndQEiLAVDLzR6QX84wAwP52IHcjUAtB/H5RX5G+rMbPyrq7M3uPwRGZU1d7rzzhw8++FGBx2Fo4DCYPEC0eiCoI0XxKBgFo2AUjBAAAAqnZO3IIjFAAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0001-6199-828X","institution":"University of Gondar","correspondingAuthor":true,"prefix":"","firstName":"Shimelis","middleName":"","lastName":"Mesfin","suffix":""}],"badges":[],"createdAt":"2025-01-09 06:31:07","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":true,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5793738/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5793738/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":73723814,"identity":"c5d21f80-80f1-4e61-8a62-9c3419c90d9e","added_by":"auto","created_at":"2025-01-14 03:37:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":942294,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5793738/v1/3a885f51-f64d-40bd-bba0-07fb765f8ce4.pdf"},{"id":73723677,"identity":"cfa9b81f-dd72-4034-98c8-cb8ea3846559","added_by":"auto","created_at":"2025-01-14 03:29:53","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":40764,"visible":true,"origin":"","legend":"\u003cp\u003eData collection Tool\u003c/p\u003e","description":"","filename":"DatacollectiontoolSIP.docx","url":"https://assets-eu.researchsquare.com/files/rs-5793738/v1/43ff7349329c2cbe6cfb857c.docx"}],"financialInterests":"The authors declare potential competing interests as follows: There is no conflict of interest related to this study. ","formattedTitle":"\u003cp\u003e\u003cstrong\u003eImplementation of School Improvement Program in Secondary Schools in Assosa zone\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn the era of globalization, education plays a vital role\u0026nbsp;to speed up the overall socio-economic development of the country. Lockheed and Verspoor (1991) also believe that education is the corner stone of economic and social development.\u0026nbsp;That is, it plays a significant role in the development of human capital which ensures the acquisition of knowledge and skills that enable individuals to increase productivity (Battle \u0026amp; Lewis, 2002). Similarly, Wood Hall (1992) confirmed that education as a recognized form of investment in human capital which yields economic, social, political and cultural benefits. Therefore, the role of education is not just to impart knowledge and skills that enable the beneficiaries to function as economic and social change agents in the community but also to impart values, ideas, attitudes and aspirations. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eImproving schools in a well-designed manner is the only alternative of nations in a globalized world to realize the purposes of education. Schools enable individuals and society to make all rounded participation in the development process by acquiring the necessary knowledge, skills and attitudes (MoE, 1994). Thus, schools are expected to enhance the performance of students through improving the teaching-learning process, learning environment, school leadership and community participation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEthiopia has faced economic and cultural barriers that deteriorated the quality of education for many years. Hence, it is necessary to respond to the accumulated educational problems \u0026nbsp;at \u0026nbsp; different \u0026nbsp;levels \u0026nbsp;of \u0026nbsp; education \u0026nbsp;related \u0026nbsp;to \u0026nbsp; educational system \u0026nbsp;and \u0026nbsp;curriculum \u0026nbsp; that \u0026nbsp;did \u0026nbsp;not \u0026nbsp; address \u0026nbsp;the \u0026nbsp;needs \u0026nbsp; and \u0026nbsp;problems \u0026nbsp;of \u0026nbsp; the \u0026nbsp;society \u0026nbsp;(MoE, 2002). Due to the short comings of the past educational system, the 1994 education and training policy has given due attention to equity and access of education, restructuring education system, changing curriculum, making teacher training relevant and improving educational management to improve the quality of education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo improve the quality of education, General Education Quality Improvement Package (GEQIP) has been introduced in 2007 in Ethiopia. The GEQIP consists of six programs;\u0026nbsp;school improvement program, teachers development program, educational leadership and management program, curriculum improvement and implementing program, civic and ethical education program and\u0026nbsp;information and communication technology expansion program (MoE, 2007). School improvement program (SIP) is one of the major components of GEQIP which is geared towards the improvement of primary and secondary schools. It has been developed with the intention to bring improvements in the overall practices of schools and student learning. Related to this, \u0026nbsp; Hopkins \u0026nbsp;(1994) \u0026nbsp;also conceived SIP \u0026nbsp;as a \u0026nbsp; strategy \u0026nbsp;to bring educational \u0026nbsp;change \u0026nbsp; that \u0026nbsp;enhances \u0026nbsp;students’ \u0026nbsp; outcomes \u0026nbsp;as well as strengthening school capacity for changes.\u003c/p\u003e\n\u003cp\u003eOn \u0026nbsp; a \u0026nbsp;global \u0026nbsp;scale \u0026nbsp; of \u0026nbsp;the \u0026nbsp;current \u0026nbsp; educational \u0026nbsp;climate, \u0026nbsp;SIP \u0026nbsp; initiative \u0026nbsp;becomes \u0026nbsp;the \u0026nbsp; focus \u0026nbsp;of attention and the dominant approach for educational change to enhance the quality of student learning and achievement \u0026nbsp;as \u0026nbsp;well \u0026nbsp; as \u0026nbsp;strengthening \u0026nbsp;school \u0026nbsp; internal \u0026nbsp;capacity \u0026nbsp;for \u0026nbsp; change (Hopkins, 2001). SIP is a strategy to ensure the quality of education in schools by bringing changes in schools. As Mortimore cited in Hopkins (2004) has recently described school improvement as the process of improving the way school organizes, promotes and supports learning which includes changing aims, expectations, and organizations, ways of learning, and method of teaching and organizational culture.\u003c/p\u003e\n\u003cp\u003eIn \u0026nbsp;Ethiopia, SIP \u0026nbsp; was \u0026nbsp;launched \u0026nbsp;to improve \u0026nbsp; the quality \u0026nbsp;of \u0026nbsp;education \u0026nbsp; through \u0026nbsp;enhancing \u0026nbsp;student learning \u0026nbsp;achievement \u0026nbsp; and \u0026nbsp;outcomes (MoE, \u0026nbsp;2007). \u0026nbsp; Accordingly, SIP is aimed to support schools in addressing the major domains related to teaching-learning, learning environment, school leadership and community participation (MoE, 2010). Each domain is equally important, if anyone is weak, the strength and the success of the whole will be affected. As a result,\u0026nbsp;it requires the active participation of all stakeholders such as teachers, students, parents and local community, supervisors, school leaders and expertise at different levels. Harries in Hopkins (2002) has noted the difficulty to change school management and working culture as a challenge to implement SIP in developing countries. Hence, it is essential to undertake systematic assessment on the effectiveness of SIP after it has been introduced. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEducators around the world have been trying to make changes in schools to meet the needs of individuals and the society at large. In the mid and late 1970s, school improvement efforts were directed at improving students’ basic skills and implementing state wide testing programs to ensure the acquisitions of these skills (Carlson, 1996). The rapid growth and change of the needs of the society require schools to update their system in line with the necessity of the society. Such increasing competitive environment in which schools are operated forced them to advance standards and improve the quality of their service (Harris, 2005).\u003c/p\u003e\n\u003cp\u003eAccording to MoE (2005), Ethiopia has made significant progress to access education at all levels with a rapid rate in accordance with a sharp increase in the number of teachers, schools and institutions. As a result, improvement in the availability of trained teachers and some other inputs are indispensable for a high quality education system. Disparities were decreased through a more than average improvement of the situation of the disadvantaged and deprived groups in the emerging regions (MoE, 2005). Efforts were also exerted to make the content and the organization of education more relevant to the diversified needs of the society.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAlthough major investments were made to improve the number and qualifications of teachers as well as the availability of equipment, student achievement has not been sufficiently improved (MoE, 2010). The gain in access has little meaning if it is not accompanied with improved student learning and attainment. This implies that if students do not acquire important knowledge and skills, they will not be able to compete within a global economy. This shows that the quality of education has not been improved in Ethiopia despite improvement was brought in access, relevance and equity.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFollowing the rapid enrollment expansion in Ethiopia, the issue of quality has become a point of discussion and major concern among all stakeholders including the government. There is a general concern that the rapid enrolment expansion accompanied by inadequate resources; incompatibility of existing capacity and lack of organizational arrangements may result in declining of academic quality and standards. One issue which needs more attention than previous time is absence of quality of school infrastructure due to strong reliance on low-cost constructions (MoE, 2010). This may be one of the factors that contribute for low quality of education and student achievement. As a result, more attention has been given to quality school facilities in ESDP IV to improve the performance of students.\u003c/p\u003e\n\u003cp\u003eIt is necessary, therefore, to shift attention to quality concerns in general and to those inputs and processes which translate more directly into improved student learning which changes the school into a genuine learning environment; quality-focused school supervision, internal school leadership, increased student participation and school-community partnerships. To achieve the above purpose, SIP becomes one of the major educational initiatives which many nations have developed and implemented to realize the provision of quality education (Plan international, 2004). Similarly, Hopkins (2004) also described school \u0026nbsp;improvement \u0026nbsp;as \u0026nbsp; an \u0026nbsp;appropriate \u0026nbsp;response \u0026nbsp; to \u0026nbsp;the \u0026nbsp;current \u0026nbsp; pressures \u0026nbsp;for \u0026nbsp;educational reform that focuses on the learning needs of students and establishing appropriate organizational conditions within the school.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe research findings indicated that the implementation of SIP in schools were not effective in achieving its objectives. For example, a study conducted by Dereje (2012) indicated that there was poor implementation of SIP due to lack of proper self-evaluation, low involvement of stakeholders in the planning, shortage of budget and presence of poor monitoring and evaluation system. Similarly, poor implementation of SIP was associated with lack of awareness, shortage of resources, self-evaluation and teachers’ resistance to implement the program (Rahel, 2014). In addition, Lemessa (2012) as cited in Rahel (2014) has studied the implementation of SIP in secondary schools of East Wollega Zone. He found that the awareness of students and parents about the objectives of SIP and their responsibility in the implementation of the program was low. Moreover, Gizaw (2003) has showed that though the activities undertaken to improve the quality of education in the country are promising, SIP was not properly implemented in schools to improve the quality of education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs indicated by different researchers, there was poor implementation of SIP in schools. Though some studies have been done on the implementation of SIP in some areas, study has not been conducted on its effectiveness in secondary schools of Assosa zone. Hence, this study was aimed to assess the implementation of SIP in secondary schools of Assosa zone. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThus, the researcher formulated the following research questions:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;To what extent do teachers and school principals aware of SIP in secondary schools of Assosa zone?\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;To what extent are teachers and school principals participating in planning SIP in secondary schools of Assosa zone?\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;To what extent is SIP implemented effectively in secondary schools of Assosa zone?\u003c/p\u003e\n\u003cp\u003e4.\u0026nbsp; \u0026nbsp;Are there significant differences between teachers and school principals on awareness, planning and implementation of SIP in secondary schools of Assosa zone?\u003c/p\u003e\n\u003cp\u003e5.\u0026nbsp; \u0026nbsp;Are there significant differences among respondents on awareness, planning and implementation of SIP based on work experience in secondary schools of Assosa zone?\u003c/p\u003e\n\u003cp\u003e6. \u0026nbsp; What are the major factors that hinder the implementation of SIP in secondary schools of Assosa zone?\u003c/p\u003e"},{"header":"2.\t Research Methods","content":"\u003cp\u003e\u003cstrong\u003e2.1\u0026nbsp;Research Design\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch design is also\u0026nbsp;the blue print that describes the conditions and procedures for collecting and analyzing data (McMillan \u0026amp; Schumacher, 2010).\u0026nbsp;Since this study contained relatively large number of participants\u0026nbsp;to assess the implementation of SIP in Assosa zone secondary schools, descriptive survey design was found suitable. Therefore, the researcher followed this design as a guide to the research using mainly quantitative methodology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2\u0026nbsp;Population, Sample size and sampling Techniques\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere are eight woredas and one city administration in Assosa zone in Benishangul Gumuz regional state. Of these, four woredas such as Assosa, Kurmuk, Bambasi, and Sherkole were selected using simple random sampling technique for the purpose of this study. The researcher considered all 14 secondary schools which were found in the four woredas. Specifically, eight schools from Assosa woreda, two schools from Kurmuk woreda, two schools from Bambasi woreda, and two schools from Sherkolle woreda were included in the study using comprehensive sampling technique. In these schools, there were a total of 316 staff members (302 teachers and 14 school principals) which were considered as the population of the study. \u0026nbsp;For manageability reason, the sample size of this study was determined using Yamane (1973) formula given as:\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"data:image/png;base64,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\"\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Where;\u003cbr\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;N = total population\u003cbr\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;n = required sample size\u003cbr\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; e = level of precision= 0.05(5%), and assuming 95% confidence level\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTherefore, 177 respondents were drawn from the total of 316 teachers as the sample of the study. After determining the total sample size of the study, the sample size of each school were calculated based on the respective size their population. This helped the researcher to select representative sample from each school since the number of respondents in the selected woredas were significantly varied. Thus, the sample size of each school was determined using proportional sample allocation formula developed by Pandey and Verma (2008) as shown below.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"data:image/png;base64,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\"\u003e\u003c/p\u003e\n\u003cp\u003eWhere; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;n\u003csub\u003ek\u0026nbsp;\u003c/sub\u003e= Sample size of k\u003csup\u003eth\u0026nbsp;\u003c/sup\u003e stratum \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;N\u003csub\u003ek\u003c/sub\u003e = Population size of the k\u003csup\u003eth\u0026nbsp;\u003c/sup\u003estratum\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; N = Total population size\u0026nbsp;\u003cbr\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; n = Total sample size\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 1: Summary of population and sample of the study\u003c/em\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"Left\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"619\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eWoreda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eName of schools\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003eNumber of teachers in each school (N\u003csub\u003ek\u003c/sub\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003eSample size of \u0026nbsp;teachers each school (n\u003csub\u003ek\u003c/sub\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"8\" valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eAssosa\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eHoha Kutir 2 secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eOura secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eMegele secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eKomishiga secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eSelga general secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eTsetse secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eAbrahamo secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eGumba secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eKurmuk\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eKurmuk secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eShitalo secondary School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eBambasi\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eBambasi secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eEwuket Fana secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eSherkolle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eHalmu secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eTeyba secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 222px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 144px;\"\u003e\n \u003cp\u003eN = 316\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003en = 177\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eWith regard to the qualitative data, five respondents were purposively selected to collect the data through interview.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 Data Collection Instruments\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuestionnaire and interview were used to collect the data.\u0026nbsp;The questionnaire had five parts containing close ended items. The first part of the questionnaire consisted of three items about the characteristics of research respondents. The second part contained 5 items used to assess respondents\u0026rsquo; level of awareness about SIP. The third part of the questionnaire consisted of 10 items to measure respondents\u0026rsquo; level of participation in SIP planning. The fourth part also used 33 questions to assess about the implementation of SIP. Finally, 8 questions were used to identify major factors that hinder the implementation of SIP in the fifth part of the questionnaire.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFinally, respondents rated items using five point Likert type items ranging from 1 (strongly disagree) to 5 (strongly agree) to measure respondents\u0026rsquo; level of awareness, participation and implementation of SIP as well as assess challenges that hinder the implementation of SIP.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4\u0026nbsp;Pilot Test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePilot test was conducted on 30 respondents found outside the main sample of the study to test the reliability of items using Cronbach\u0026rsquo;s Alpha. The reliability coefficients of items with Cronbach Alpha (\u0026alpha;) are (.92, .83, .81 \u0026amp; .88) for awareness, planning, implementation and challenges to implement SIP respectively. Items with reliability coefficients greater than .80 are considered as reliable (George \u0026amp; Mallery, 2010). Thus, the reliability coefficients of items in the questionnaire confirmed that all items were internally consistent to measure the variables of the study. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.5\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;Data Gathering Procedures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBefore starting to collect the data, the researcher asked permission from school principals about their willingness to gather the data from their schools.\u0026nbsp;Based on the given permission, the researcher selected sample teachers and school principals using appropriate sampling techniques.\u0026nbsp;Then, the researcher distributed the questionnaire to the respondents with the help of unit leaders and department heads.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.6\u0026nbsp; Data Analysis Techniques\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDescriptive and inferential statistical analysis techniques were used to analyze the data using SPSS software. Specifically, one sample t-test was used to assess teachers\u0026rsquo; and school principals\u0026rsquo; level of awareness about SIP (RQ #1). One sample t-test was also used to assess teachers\u0026rsquo; and school principals\u0026rsquo; level of participation in planning SIP (RQ #2). To investigate teachers\u0026rsquo; and principals\u0026rsquo; participation in SIP implementation, one sample t-test was also used (RQ #3). Independent sample t-test was used to assess if significant differences were found between teachers and school principals on awareness, planning and implementation of SIP (RQ #4). One way ANOVA was also employed to determine whether there are significant differences among respondents on awareness, planning and implementation of SIP based on work experience (RQ #5). One sample t-test was used to identify the major factors that hinder the implementation of SIP (RQ #6). Finally, the data collected through semi structured interview were analyzed qualitatively.\u0026nbsp;\u003c/p\u003e"},{"header":"3. Results and Discussion","content":"\u003cp\u003eThis section presents the findings of the study according to the themes of the research questions. The results and discussions of findings are presented concurrently.\u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Teachers\u0026rsquo; and school principals\u0026rsquo; awareness about SIP\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eA one sample t-test on the awareness SIP\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.(2-tailed)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.885\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-1.933\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-5.475\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN\u0026thinsp;=\u0026thinsp;177, df\u0026thinsp;=\u0026thinsp;176, *Sig. \u0026lt;.05\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe result of one sample t-test indicated that the mean score of teachers\u0026rsquo; and principals\u0026rsquo; awareness (13.066) was lower than the test value at (t = -5.475) at df\u0026thinsp;=\u0026thinsp;176. The negative mean difference and t-value of awareness also ensured that the obtained mean score was lower than the test value. This shows that teachers and school principals had low awareness towards the presence of SIP in the schools. This result is similar with the finding of Habtamu (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and Rahel (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) that teachers and respondents had no sufficient awareness about SIP.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Teachers\u0026rsquo; and principals\u0026rsquo; participation in planning SIP\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eA one sample t-test on the planning of SIP\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.(2-tailed)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanning of SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24.992\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5.906\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-5.008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-9.329\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN\u0026thinsp;=\u0026thinsp;177, df\u0026thinsp;=\u0026thinsp;176, *Sig. \u0026lt;.05\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs depicted in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the result of one sample t-test indicated that the mean score of teachers\u0026rsquo; and principals\u0026rsquo; perception on the planning of SIP (24.992) was lower than the test value at (t = -9.329) at df\u0026thinsp;=\u0026thinsp;176. The negative mean difference and t-value also confirmed that the obtained mean score was lower than the test value. This indicates that teachers and school principals had low participation in planning of SIP for their schools. This result is congruent with the finding of Dereje (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) that there was weak participation of stakeholders in the planning of SIP due to lack of commitment of school leaders to involve teachers, students and parents in the planning phase. On the contrary, Rahel (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) found stakeholders participate in the planning of SIP but their involvement was not reached at the expected level.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Implementation of SIP\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eA one sample t-test on the implementation of SIP\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementation of SIP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.(2-tailed)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching-learning domain\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24.686\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5.562\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-5.314\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-10.510\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24.488\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5.731\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-5.512\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-10.582\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool leadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11.967\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.459\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-3.033\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-9.645\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity participation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e19.141\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.812\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-4.859\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-11.109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall implementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e80.281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17.324\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-18.719\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-11.886\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN\u0026thinsp;=\u0026thinsp;177, df\u0026thinsp;=\u0026thinsp;176, *Sig. \u0026lt;.05\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the results of one sample t-test indicated that the mean scores of teaching-learning domain (24.686), learning environment (24.488), school leadership (11.967) and community participation (19.141) were lower than the respective test values at (t = -10.510), (t = -10.582), (t = -9.645) and (t = -11.109) respectively at df\u0026thinsp;=\u0026thinsp;176. The respective negative mean differences and t-values of these dimensions also attested that the obtained mean scores were lower than the test values. The overall mean score about the implementation of SIP (80.281) was lower than the test value at (t = -11.886) at df\u0026thinsp;=\u0026thinsp;176. The negative mean difference and t-value also proved that the obtained mean score was lower than the test value. This shows that SIP was poorly implemented in secondary schools. This result is similar with the finding of Abera (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and Habtamu (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) that SIP was poorly implemented in secondary schools. In contrast to this result, Dereje (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Rahel (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) reported that schools implement SIP at moderate level with regard to teaching-learning process, school leadership, conducive learning environment and community participation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Mean differences between teachers and principals on awareness, planning and implementation of SIP\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIndependent sample t-test of mean differences between teachers\u0026rsquo; and principals\u0026rsquo; perception on awareness, planning and implementation of SIP\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003eT- test for equality means\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003et- value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eSig(2-tailed\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003cp\u003ePrincipals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e163\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.106\u003c/p\u003e \u003cp\u003e12.500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.971\u003c/p\u003e \u003cp\u003e2.449\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.6061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.425\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.672\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003cp\u003ePrincipals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e163\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.070\u003c/p\u003e \u003cp\u003e23.873\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.036\u003c/p\u003e \u003cp\u003e3.642\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.1958\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.552\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.582\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003cp\u003ePrincipals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e163\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.451\u003c/p\u003e \u003cp\u003e77.875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.509\u003c/p\u003e \u003cp\u003e15.245\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.5763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.405\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.686\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eSignificance level, *p\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e indicated that the result of independent sample t-test revealed that statistically significant mean differences were not found between teachers and school principals on awareness (t\u0026thinsp;=\u0026thinsp;.425, df\u0026thinsp;=\u0026thinsp;175), planning (t\u0026thinsp;=\u0026thinsp;.552, df\u0026thinsp;=\u0026thinsp;175) and implementation (t\u0026thinsp;=\u0026thinsp;.405, df\u0026thinsp;=\u0026thinsp;175) at p\u0026thinsp;\u0026gt;\u0026thinsp;0.05. This implies that teachers and school principals had similar perception about the awareness, planning and implementation of SIP.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.5 One way ANOVA on awareness, planning and implementation of SIP\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOne way ANOVA on awareness, planning and implementation of SIP among respondents based on their work experience\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eAwareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBetween Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e105.644\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.215\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e2.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.070\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1705.828\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e173\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.580\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1811.471\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePlanning of SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBetween Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e357.728\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e119.243\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e3.645\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.015\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3827.264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e173\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e32.712\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4184.992\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eImplementation of SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBetween Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3080.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1026.690\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.648\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.015\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e32932.378\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e173\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e281.473\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c7\" namest=\"c6\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36012.446\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003e*Significance level at .05 level\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe result of one way ANOVA indicated that there was no significant difference among respondents on awareness of SIP at (F\u0026thinsp;=\u0026thinsp;2.415, p\u0026thinsp;=\u0026thinsp;.070) due to their work experience. This means that teachers and school principals had similar perception on the awareness of SIP based on their work experience. On the contrary, significant differences were found among respondents regarding the planning (F\u0026thinsp;=\u0026thinsp;3.645, p\u0026thinsp;=\u0026thinsp;.015) and implementation (F\u0026thinsp;=\u0026thinsp;3.648, p\u0026thinsp;=\u0026thinsp;.015) of SIP based on work experience. This implies that teachers and school principals with different work experience had different perception on the planning and implementation of SIP.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.6 Challenges of SIP implementation\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eA one sample t-test on the challenges of SIP implementation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanning of SIP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.(2-tailed)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of awareness about SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.838\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.488\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6.402\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShortage of resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.926\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.711\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.444\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShortage of skilled man power\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.977\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.678\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.634\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbsence of collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.922\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.843\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10.057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of smooth relationships among stakeholders\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.669\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.221\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbsence of supportive school structures and culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.702\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.686\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of follow up on SIP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.711\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.544\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbsence of self-evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.905\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.884\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10.743\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN\u0026thinsp;=\u0026thinsp;177, df\u0026thinsp;=\u0026thinsp;176, *Sig. \u0026lt;.05\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results of one sample t-test showed that the mean scores about the challenges of SIP implementation due to lack of awareness (3.49), shortage of resources (3.71), lack of skilled manpower (3.68), absence of collaboration (3.84), lack of smooth relationships (3.67), absence of supportive school culture and structure (3.70), lack of follow up on SIP (3.71) and absence of self-evaluation (3.88) were higher than the respective test values at (t\u0026thinsp;=\u0026thinsp;6.402), (t\u0026thinsp;=\u0026thinsp;8.444) (t\u0026thinsp;=\u0026thinsp;7.634), (t\u0026thinsp;=\u0026thinsp;10.057), (t\u0026thinsp;=\u0026thinsp;7.221), (t\u0026thinsp;=\u0026thinsp;7.686), (t\u0026thinsp;=\u0026thinsp;7.544), and (t\u0026thinsp;=\u0026thinsp;10.743) respectively. This implies that teachers and school principals perceived that SIP was poorly implemented due to the above mentioned problems. Rahel (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) also reported low level of SIP implementation due to lack of awareness in the stakeholders, shortage of resources, lack of cooperation among stakeholders, lack of self-evaluation and teachers\u0026lsquo; resistance to the program.\u003c/p\u003e \u003cp\u003eSimilarly, the result of this study is consistent with the finding of Habtamu (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) on the poor implementation of SIP because of poor commitment of school management for student achievement, poor regular communication with stakeholders, and poor practices of community participation as well as lack of qualified manpower in the area of school leadership and turnover of school principals. A research conducted by Dereje (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Abera (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) indicated that shortage of resources, lack of follow up, low involvement of stake holders in SIP implementation, inadequate planning of SIP process, lack of training, lack of teachers' commitment, lack of incentives, and incompetence of school leadership were the major factors that hinder the successful implementation of SIP.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Conclusions","content":"\u003cp\u003eBased on the results obtained, the following conclusions are drawn.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e· Teachers and school principals had low awareness about SIP. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e· Teachers and school principals had low participation in the planning of SIP.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e· There was poor implementation of SIP in relation to teaching learning process, learning environment, school leadership and community participation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e· The results of independent sample t-test indicated that there was no significant difference between teachers and principals on awareness, planning and implementation of SIP.\u003c/p\u003e\n\u003cp\u003e· The result of one way ANOVA revealed that significant difference was not observed among respondents on the awareness of SIP due to their work experience, while they had different perception on the planning and implementation of SIP on their work experience.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e· SIP was poorly implemented in the schools due to lack of awareness, shortage of resources, lack of skilled manpower, absence of collaboration, lack of smooth relationships, \u0026nbsp; lack of follow up on SIP and absence of self-evaluation.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThere is no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e The author did not get any funds to conduct this research. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI would like to thank Bekele Melaku and Abebe Teshome for coordinating the data collection process at the research sites. I am also grateful to Assosa zone secondary school teachers who participated in filling out the questionnaire for this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEthical Considerations The required ethical requirements were followed throughout all phases of the study. Initially, a permission letter was granted by the woreda education office head to collect the data from the research sites. Then, the researcher provided information to the participants about the purpose of the study before they were involved in the study. The respondents were also informed that their involvement in the study was voluntary so they would withdraw from the research at any time if they wanted to do so. The study had no potential risks or benefits on the participants due to participation in the study and received approval from the Institutional Ethics Review Committee (IERC) of the College of Education, University of Gondar, with the ethics committee approval reference CoE_CREC_132/2024.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbera, M. (2013). \u003cem\u003ePractices and Challenges of Implementation of School Improvement Program in Metekel Zone secondary schools. \u003c/em\u003eUnpublished MA Thesis. Jimma University.\u003cem\u003e \u003c/em\u003e\u003c/li\u003e\n\u003cli\u003eBattle, J., \u0026amp; Lewis, M. (2002). \u003cem\u003eThe increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6\u003c/em\u003e(2), 21-35. \u003c/li\u003e\n\u003cli\u003eCarlson, V.R (1996). Reframing and Reform Perspectives on Organization, Leadership and School change. New York: Longman Publishers.\u003c/li\u003e\n\u003cli\u003eDereje, H. (2012). \u003cem\u003eThe Implementation and Challenges of School Improvement Program in Government Secondary Schools of Oromia Special Zone surrounding Finfine\u003c/em\u003e. Unpublished Master thesis, Addis Ababa University. \u003c/li\u003e\n\u003cli\u003eGeorge, D., \u0026amp; Mallery, P. (2010). \u003cem\u003eSPSS for Windows Step by Step: A Simple Guide and\u003c/em\u003e\u003cem\u003e\u003cbr\u003e\u003c/em\u003e\u003cem\u003eReference\u003c/em\u003e (10\u003csup\u003eth\u003c/sup\u003e ed.). Boston: Pearson.\u003c/li\u003e\n\u003cli\u003eGizaw, B. (2003). Blending of traditional and modern technologies through science.\u003c/li\u003e\n\u003cli\u003eHabtamu, D. (2014). \u003cem\u003eAssessment of the Implementation of School Improvement Program in West Wollega Zone\u003c/em\u003e secondary schools. Unpublished Master thesis. Addis Ababa University. \u003c/li\u003e\n\u003cli\u003eHarris, A. (2005). Teacher Leadership and School Improvement. In Harris, A. et al. (Eds.), Effective Leadership for School Improvement. London: Rutledge falmer.\u003c/li\u003e\n\u003cli\u003eHopkins, D. (1994). School Improvement in an Era of Change. Promotion Quality in School. London: Cassell.\u003c/li\u003e\n\u003cli\u003eHopkins, D. (2001). School Improvement for Real. Rutledge Flamer.\u003c/li\u003e\n\u003cli\u003eHopkins, D. (2002). Improving the Quality of Education for All: A Handbook of Staff Development Activities (2nd edition). London: David Fulton publishers Ltd. \u003c/li\u003e\n\u003cli\u003eHopkins, D. (2004). School Improvement for Real (Eds.). London: Rutledge Falmer.\u003c/li\u003e\n\u003cli\u003eLockheed \u0026amp; Verspoor (1991). Improving primary Education in Developing countries. London: Casell.\u003c/li\u003e\n\u003cli\u003eMcMillan, JH. \u0026amp; Schumacher, S. (2010). \u003cem\u003eResearch in education. Evidence-based research\u003c/em\u003e. (7th Ed.). Boston: Pearson.\u003c/li\u003e\n\u003cli\u003eMoE (1994). Education and Training Policy: Federal Democratic Republic Government of Ethiopia. (1st Edition), Addis Ababa. St. George Printing Press. \u003c/li\u003e\n\u003cli\u003eMoE (2002). The Education and Training Policy and its Implementation: Addis Ababa.\u003c/li\u003e\n\u003cli\u003eMoE (2005). Education Sector Development Program III. Addis Ababa: MOE.\u003c/li\u003e\n\u003cli\u003eMoE (2007). School Improvement Program: The Frame Work: Addis Ababa.\u003c/li\u003e\n\u003cli\u003eMoE (2010). School Improvement Program Guidelines, Final Draft: Addis Ababa: MoE. \u003c/li\u003e\n\u003cli\u003ePlan International (2004).The School Improvement Program.\u003c/li\u003e\n\u003cli\u003eRahel, A. (2014). \u003cem\u003eThe implementation of school improvement program in Kokebe Tsibah and wondyrad preparatory schools\u003c/em\u003e. Unpublished Master thesis. Addis Ababa University. \u003c/li\u003e\n\u003cli\u003eWoodhall, M. (1992). Changing sources and patterns of finance for higher education: A review of international trends. \u003cem\u003eHigher education in Europe\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(1), 141-149.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University Of Gondar","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Awareness, Implementation, Planning, School improvement program","lastPublishedDoi":"10.21203/rs.3.rs-5793738/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5793738/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose:\u003c/strong\u003e The purpose of this study was to assess the implementation of school improvement program (SIP) in secondary schools of Assosa zone.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e Descriptive survey design was employed. The size of the population was 316 which consisted of 302 teachers and 14 school principals. Of these, 177 respondents were taken into the sample using stratified random sampling technique. Close ended questionnaire and interview were used to collect the data. Descriptive and inferential statistical analysis techniques were used to analyze the data collected through the questionnaire.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e The result of one sample t-test showed that teachers and school principals had low perception on the awareness, planning and implementation of SIP. The result of independent sample t-test revealed that statistically significant mean differences were not found between teachers and school principals on awareness, planning, and implementation. The result of one way ANOVA indicated that there was no significant difference among respondents on awareness of SIP due to their work experience, while had different perception on the planning, and implementation of SIP. SIP was poorly implemented due to lack of awareness, resources, skilled manpower, collaboration, smooth relationships; follow up on SIP and absence of self-evaluation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion:\u003c/strong\u003e Based on the finding of this study, it is concluded that SIP is poorly implemented due to personal and institutional factors.\u003c/p\u003e","manuscriptTitle":"Implementation of School Improvement Program in Secondary Schools in Assosa zone","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-14 03:29:48","doi":"10.21203/rs.3.rs-5793738/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3fa3f47e-af8c-45f9-b449-c0dd057416ae","owner":[],"postedDate":"January 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":42597002,"name":"Leadership and Ethics"}],"tags":[],"updatedAt":"2025-01-14T03:29:48+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-14 03:29:48","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5793738","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5793738","identity":"rs-5793738","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}