Impacts of Decentralized Educational Management in Gedeo Zone and Its Implications in Quality Education

Abstract

The general objective of this study was to assess the impact of decentralized educational management in the city administration of Gedeo zone Dilla. In this study, the explanatory mixed research design (quantitative qualitative) was used as both qualitative and quantitative research approaches were used. In general, 109 sample population were employed; 100 (one hundred) teachers from 452 (four hundred fifty-two teachers) were selected through simple random sampling method, and 2 (two) supervisors from 3 (three supervisors), 2 (two) education office managers, 3 (three) principals, and 2 (two) PTA were selected through purposive sampling. Accordingly, the researchers used questionnaires, semi structured interviews, and observation to collect adequate data. SPSS software was used for quantitative data analysis. Descriptive statistics was used to break down the quantitative data. Qualitative data was analyzed using thematic content analysis method. In this respect, this study approved that there is school-community participation in the school development process and that school management has a significant role in the management of school development. In addition, this study identified that decentralized educational management. reforms have been hampered by centralizing practices, including the dominant roles of politicians, weak administrative capacity at the local government and school levels, as well as a limited resource base of local governments. Finally, it is recommended that it would be sound to grasp and advance implementation of the realistic transfer of decision-making power that assumes local governments and schools and then stakeholders are established to appreciate, respond, and be accountable to the local needs. Keywords: Education, Decentralization, Educational management, Educational quality, Local autonomy, Knowledge progression.