School Improvement Program Implementation Practices in Secondary Schools of South West Oromia Region: Teaching Learning Domain in Focus
DOI:
https://doi.org/10.63990/2022ajoldvol7iss1pp69-82Keywords:
Assessment, Curriculum, Instruction, Learning, School improvement, TeachingAbstract
The study aimed at investigating the teaching and learning domain implementation practices within the framework of f School Improvement Program. A concurrent mixed research design was used to collect quantitative and qualitative data. Respondents were randomly selected and included in the study. Questionnaires and document analyses were used to gather data for the study. A total of 410 questionnaires were distributed and 374 (91 %) were properly filled and returned. Descriptive and inferential statistics were used for analyzing the data. It was found that professional development is poorly practiced; student-centered active learning methodologies are not well practiced while learning and evaluation activities are moderately practiced in support of student learning. Thus, the teaching and learning domain was not effectively implemented to improve student learning. It is recommended that the zone education offices should initiate need-based capacity development program and periodically provide on-the-job training for teachers and school leaders to develop their professional knowledge and skill.
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