Strategic plan formulation process in the secondary schools of sodo town administration, Wolaita Zone, Ethiopia

Abstract

This study aimed to explore how secondary schools in Sodo Town Administration, Wolaita Zone, Ethiopia, develop and implement their strategic plans. We looked at 11 schools using a mix of methods to gather insights. By employing both simple random and purposeful sampling, we collected data through interviews, questionnaires, and document reviews. Strategic planning is vital for schools to achieve their goals, but our research found that many schools in Sodo town neglect important environmental analyses. This oversight leads to a failure to identify key issues and results in unreliable information. We discovered that while teachers and school leaders are moderately involved in strategic planning, there is little participation from external stakeholders. Our analysis revealed a positive correlation between the preparation of strategic plans and their implementation (r = .575) and monitoring and evaluation (r = .526). Additionally, a strong relationship (R = .796) was identified between the factors influencing strategic plan implementation, which explained 63.4% of its variance (R2 = .634). The findings emphasize the necessity of careful strategic planning for successful implementation and oversight. Schools that dedicate enough resources to this process are more likely to reach their objectives. To enhance their strategic planning efforts, schools should focus on conducting thorough environmental analyses, encouraging collaboration with stakeholders and establishing effective evaluation mechanisms. We recommend developing the skills of planning teams, actively involving stakeholders in the process, creating clear guidelines, providing mentorship, and organizing leadership training programs.

Keywords

• Strategic plan formulation
• Strategic plan implementation
• Environmental analysis
• School leaders
• Stakeholders