THE CONTRIBUTION OF COMMUNITY PARTICIPATION IN THE EFFECTIVENESS OF SCHOOL MANAGEMENT SECONDARY SCHOOLS IN SIDAMA ZONE

The main purpose of this study was to assess the contribution of community participation in the effectiveness of the management of secondary schools in Sidama zone. More specifically, the study gave emphasis to examine the participation of Community representatives(PTA and KETB) members’ on major functions of schools management in the study area; to investigate the contribution of Community (KETB and PTA) in teaching- learning process of the schools in the zone; to identify factors that affect the participation of community in secondary school management of the zone; and to explore relations to enhance effective participation of community in the study schools of the zone. A descriptive survey design was employed to carry out the study. The primary sources of the data were 60 PTA members, 60 KETB members, 33 secondary school principals and 12 secondary school supervisors. These respondents were selected by using availability sampling technique. Questionnaire was for PTA, KETB and principal and interview were for supervisors were used as data collection tools. Documents were also employed as data collection tools. The quantitative data were analyzed by using mean, standard deviation and t-test, while the qualitative data were analyzed by using content analysis. Accordingly, the finding of study revealed that most of the PTA and KETB members of secondary schools of Sidama Zone were not participating in the management of schools. These members did not have the awareness about their roles and responsibilities in the respective area. This was because they were not trained or oriented about their work before they were assigned to the work. The contribution of Community in the teaching learning process was also found low. Based on these findings, it was recommended that training should be given to principals, and PTA and KETB members with respect to community participation, conducting meetings at the right time and place, fostering the habit of experience sharing among schools, provide performance report to the larger community; and provide rewards for those who have better performance and replace by new members those who are passive participants in the school management.