The Management of KG Schools: The Case of Dilla University Community School

Abstract

The purpose of this paper was to explore the management of kindergarten school of Dilla University with reference to the learning environment and the kind of pedagogy employed. To examine the issue under consideration, the study was guided by qualitative case study. Semi-structured interview was the dominant data collection tool. On the basis of their contributions to the study six participants were selected purposefully. The central research questions were, “To what extent the learning environment of Dilla University KG school is conducive to serve its purpose? What pedagogical challenges and opportunities are in place in the management of the school?” The study found that the learning environment is not child friendly. Besides, the play-oriented child driven pedagogy is not yet adequately materialized. More specifically, the study revealed that there was unfavorable learning environment; poor commitment; lack of supervisory support; absence of trainings and retrainings; and inappropriate mode of assessment. In light of the findings there is a need for adequate preservice and ongoing trainings to the practitioners. Besides, the supervisory practices should be handled by professionally competent supervisors. Finally, the creation and development of a playful and child-oriented learning environment have been proposed, along with suggestions for further empirical exploration.