School Principals Effectiveness In Implematation Of School Improvmente Program In Dire Enchin Woreda Secondary Schools, West Shoa Zone, Oromia Region, Ethiopia.

Abstract

The goal of this study was to assess school principal’s effectiveness in implementation of school improvement program in Dire Enchin woreda secondary schools, west shoa zone, Oromia region, Ethiopia. The descriptive research design was used in this study, along with both quantitative and qualitative data processing approaches. There are 3 secondary schools in the districted all of them were chosen using comprehensive sampling approaches. The overall population and sample size for this study were 182 and 151, respectively. There were 98 teachers, 3 school principals, 5 V/principals, 7 external supervisors and26 school department head within the overall sample size as sources of information from the three secondary schools chosen. Simple random sampling technique was used for teachers and comprehensive sampling approaches were used for school administrators. To examine the data collected through questionnaires, descriptive statistical methods such as frequencies, percentages, mean, and weighted mean were used. For the goal of triangulation, the data acquired through open-ended questions, interviews, and document analysis were examined qualitatively through narration. In the preparation stage of the School Improvement Program, it was discovered that school leaders lacked technical capabilities in school and woreda divisions, lacked a monitoring and evaluation mechanism to support SIP, and lacked willingness and commitment formed among stakeholders. In addition, limited participation in continuous professional development, insufficient use of active learning methods, and specific support for slow learners, collaborative work culture, and effective leadership role in SIP implementation were found across the four domains. Some of the challenges faced by secondary school leaders in implementing SIP included insufficient and inconsistent communication among leaders and staff, a low level of commitment among school leaders, a lack of professional support from the concerned body, and a lack of clarity of vision and objective. To address the issues and improve educational quality, it was suggested that the WEO, in collaboration with Zone Education Offices and Regional Education Bureau, allocate adequate budget to provide long-term technical assistance, including training for school leaders, and that schools design income-generating mechanisms, involving stakeholders in planning and SIP implementation, strengthening professional development programs, and strengthening monitoring.