Assessing School Development Planning and Implementation in Secondary Schools in Delo Mena Woreda, Bale Zone, Oromia Regional State, Ethiopia

The purpose of this study was to assess the practices of developing and implementing schoollevel plans in secondary schools of Delo Mena Woreda, Bale zone, Ethiopia. A descriptive survey study was conducted in three purposively selected secondary schools in Delo Mena Woreda, Bale Zone, Ethiopia, utilizing questionnaires, interviews, and document reviews from a sample of 78 teachers and 37 administrators to assess the practices of developing and implementing secondary school-level plans. Key findings revealed significant deficiencies that impede effectiveness, including the lack of evidence-based assessment and selfassessment in identifying priority areas, inadequate stakeholder participation and coordination, weak monitoring and evaluation of plan implementation, and an insufficient performance reward system. The study concludes that these deficiencies are major factors impeding effective school-level planning and implementation. It was recommended that the Regional Education Bureau (REB), and schools coordinate efforts to address these problems proactively. This should include providing continuous training, technical support, and implementing rewards for high-performing stakeholders and school communities to ensure the successful implementation of school-level plans.