Abstract
Enhancing the link between schools and the community is essential since the quality of a school's interaction with the surrounding community has a significant impact on its success or failure. Therefore, the purpose of this study was to examine how school-community communication and personal characteristics predict community involvement in curriculum implementation in the Mektewa District, Ethiopia. A convergent parallel mixed research design with a total of 207 respondents was used. Overall, the status of school-community communication and the involvement of the community in curriculum implementation were low. The regression depicted that the education level of respondents and school-community communication were important predictors of community involvement in curriculum implementation. However, gender had no significant effect. The low involvement of the community in the implementation of curriculum was due to a lack of training, a lack of awareness, and so forth. This work makes a substantial contribution to the theory and literature on community involvement in curriculum implementation and practically crucial for school administrators to ensure high-quality education for all (SDG 4).