Assessment Of Internal Efficiency Of Secondary Schools In Arsi Zone Of Oromia Regional State

Abstract

The general objective of this study was to assess the internal efficiency of secondary schools and investigate the challenges that inhibit the internal efficiency of the Schools. In this study descriptive survey design was used with both quantitative and qualitative methods of data analysis. Among the 79 government secondary schools found in the Zone, 8(10%) were taken as a sample by using simple random sampling technique. 64 (30%) teachers were selected by using simple random sampling techniques. Additionally, 8 secondary school principals were selected by available sampling techniques and 16(40%) students’ representatives (students’ councils) were included by using purposive sampling techniques. The instruments of data collection were questionnaires, semi structured interview, observation and document analysis. The quantitative data gathered through questionnaires were analyzed by using frequency, percentages, mean and standard deviation. The data gathered through interviews, observation and document analysis were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated that, trend of dropout, repetition and survival rate at Zone and sampled secondary schools were highly affected by ineffective (inadequate) school management, school related factors, student related factors, educational and school policy factors, availability of physical facilities factors, instructional material related factors and socio economic related factors. In general, as the findings of the study revealed secondary schools in Arsi zone were not efficient. Therefore, it is recommended that school principals and Woreda education offices in collaboration with Zone education offices should work on making educational materials more available, raising awareness of parents toward education, strengthen educational management and management information system, allocating proper budget, strength community involvement in schooling, increasing number and quality of teachers and enhancing access to schooling.