The Practices And Challenges Of School Principals’ Leadership In Secondary Schools Of Dendiworeda In West Shoa Zone

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.