SCHOOL GOVERNANCE IN SELECTED SECONDARY SCHOOLS IN RAYA ALAMATA WOREDA: CHALLENGES AND PROSPECTS

Abstract

This study explores the practices, challenges, and effectiveness of democratic governance in government secondary schools, with a particular focus on the Ethiopian context. Grounded in the principles of good governance—transparency, accountability, participation, and shared leadership— the research investigates how various stakeholders, including principals, teachers, students, and parents, perceive and engage in the governance of their schools. Using a mixed-methods approach, the study draws on both primary and secondary data collected from two government secondary schools. Data collection techniques included questionnaires, interviews, and document analysis. A total sample of key stakeholders was selected using purposive and stratified sampling methods. The findings reveal that while democratic governance structures exist in principle, their practical application remains inconsistent. Participation from stakeholders—especially students and parents—is often limited due to lack of awareness, inadequate communication, and structural barriers. Moreover, school leaders acknowledge the potential of shared leadership, yet challenges such as centralized decision-making, lack of capacity, and insufficient resources hinder full implementation. The study concludes that effective democratic governance in schools can significantly enhance educational outcomes and institutional accountability. It recommends targeted policy interventions, leadership training, and the creation of inclusive platforms to promote meaningful stakeholder participation in school governance