Abstract:
The purpose of the study was to examine the practices and challenges of principal leadership
in government secondary school of Dandi West Shoa Zone. To realize this title three basic questions
related to major situational, institutional factors that affect the effectiveness and practices of
principal leadership in secondary schools were raised. The study employed a descriptive survey
design that involved the use of both qualitative and quantitative approaches in data gathering and
analysis. Data was gathered from both primary and secondary sources. Primary sources were 43
teachers, 7 school principals, 6 worada education officers experts and secondary schools
supervisors. Simple random sampling technique was employed to proportionally select teachers from
five government secondary schools namely Ginchi , Boda, Kotoba, Abebe Kerensa and Galesa
secondary schools. While purposive sampling was employed to select school principals, school
supervisors and woreda educational offices experts of Dandi woreda. To collect the relevant primary
data, questionnaire interviews and Document analysis were employed. Interview and document
analysis were conducted to triangulate the information obtained through questionnaire. The
quantitative data were first edited, organized, tabulated and then analyzed using five liker scales and
mean, while qualitative data from interview was narrated and analyzed to support the qualitative
analysis. On the basis of these findings principals are less effective in their leadership due to lack of
experience and qualification in the profession and thereby slow its dynamisms. Principal ability to
communicate vision of the plan and implementation status, regular staff meeting depending on
annual planning and setting standard in accomplishment of school plan was low rated. Principal
leaders were also low in inviting change, innovation and ability to mobilize stakeholders in bringing
change and create a conducive environment to promote development. On the other hand the school
resource management capacity of school principal was rated low. Finally, based on the findings and
conclusions, recommendations were made on capacity building and empowering of principals to do
their work effectively, in turn, encouraging participatory approach of leadership. Furthermore,
Oromia Education Bureau is responsible to give directives and guidelines in the case that whenever
shortcomings and gaps are observed and the schools should organized public relations to create
school-community links.
