Perceived role of “Hadiyyi Gassi Seera” in community participation in school governance: A qualitative study in Hadiya Zone, central Ethiopian region

Hadiyyi Gassi Seera is the traditional governance system of the Hadiya community, based on principles of conflict resolution, unity, peace, and the regulation of social life. The study aimed to investigate stakeholder perceptions toward the role of Hadiyyi Gassi Seera in community participation in primary school governance. Data were collected through semi-structured interviews and focus group discussions. Purposive sampling was utilized to select community elders, educational experts, supervisors, principals, and Parent-Teacher-Student Association members. Thematic analysis was conducted using ATLAS.ti 7 software. The results revealed that participants perceived community elders as playing a significant role in resolving intra-school conflicts, strengthening the bond between the school and the community, building trust in the school environment, and fostering a sense of collective responsibility. Furthermore, the results showed that elders influence moral and social norms, link education to context, and mobilize social capital. Notably, while 88% of the 25 individual interviewees (22 out of 25) acknowledged the positive contributions of elders, some expressed opposition to the formal institutionalisation of elders in school governance structures and preferred an advisory rather than decision-making role. The study thus suggests, based on participant perceptions, that adopting the Hadiyyi Gassi Seera model in formal school management could potentially help connect formal and traditional governance models and incorporate community capital in educational institutions. Theoretically, this research implies that indigenous governance systems may support school-community relationships. Future research should explore specific mechanisms, including elder representation on school boards, cultural advisory committees, and principal training, that could be systematically integrated into school governance.