Abstract:
Abstract
The main purpose of this study was to assess the effectiveness of Principals’ leadership in
some selected secondary schools of Addis Ababa City Administration in lideta sub-city. To
this end, both qualitative [case study] and quantitative [descriptive survey] approaches were
applied in this study. Primary data were gathered from Principals, teachers, sub city
education office heads and supervisors, and PTSAs of the selected Schools and analyzed
using both descriptive and inferential statistics, i.e. percentiles, mean scores, and standard
deviation. Additionally, qualitative data were collected from sub-city education office
heads, and supervisors through interview, and from Parents, and Students Association
(PTSA) through focused group discussions. Qualitative data were analyzed after the
responses were transcribed using respondents’ own words and categorized in to various
themes and subthemes. It was found out that effectiveness of schools principals’, in setting
goals, developing vision, forming strong functional relationship among the school
community, and showing professional endeavors in inspiring teachers do their work
enthusiastically was below the desired level. The study further revealed that lack of adequate
training and experience related to the functions of instructional leadership, shortage of
resources and more engagement on routine works that had less value to the schools’ vision
and mission were some of the main problem hindering principals’ leadership effectiveness.
Accordingly, it is concluded that almost all of the school principals were not effectively
leading core activities of their schools by forming communal cooperation among the staff
within the school, on one hand, and collaboration between the staff of the schools and the
community outside the schools, on the other hand. Finally, it is recommended that responsible
parties including Addis Ababa City Administration Education Bureau (AAEB) are advised to
fill the knowledge and skill gaps of the principals by designing and providing long and short
term professional training and development programs on: strategic instructional leadership,
effective cooperative and collaborative school leadership styles as well as internalization of
the selection criteria as stipulated in “A Blue Print for Teachers Development Program” in a
suitable manner
