School Improvement In Education

Education has long been defined as a vital instrument for development. It is the bedrock of all forms of development (social, economic, technological and political) of any nation (UNESCO, 2005:94; Firdisa, 2009:2; Abebe, 2012:1). It is a means to the end of economic growth and essential for sustainable development and participation in democratic social and political development processes. It is also currently becoming the most important contributor to national economic growth (Ayalew, 2009:9; Derebssa, 2009:3). The World Bank (2010:45) asserts that educated families tend to produce more, have a limited number of children and enjoy a relatively better quality of life compared to uneducated families. Educated people also earn more and are respected

To this effect, schools should primarily identify their weakness and strength and prioritize each school domain and set goals; similarly, it is a continuous process wherein all members of the school community and other stakeholders contribute for the student learning and improvement of their results. The school domains are grouped into four. These four domains are Learning - Teaching, Favorable condition and environment for education, School Leadership and Community Participation which having different elements within each

While over 92% of primary schools report having latrines, almost 60% of primary schools have no access to water, only 20% have a clinic and around half have a pedagogical center for teaching aids. (MOE, 2014/15)

School standards are now assessed by a school inspection service, established in 2012, which combines school self-inspection with independent visits to measure performance in relation to inputs, processes and outputs. The first school self-assessments, in eight regions in 2014/15, support the argument that progress is underway but that standards generally remain below the expected levels. (MOE, 2014/15)

The motivation for conducting this study is derived initially from a wish to assess leadership roles and challenges in school improvement program in primary schools of Tembaro Woreda. The study, therefore, assesses the international school improvement literature on what works and what does not work in relation to the primary schools of the selected Woreda. It is hoped that this assessment will allow the researcher to draw some conclusions on the challenges of leadership in implementing school improvement programs in primary schools in Ethiopia, specifically the in selected Woreda. It is expected that by carrying out this study teachers, principals, school representatives and education practitioners may gain a better understanding of how to implement successful