Abstract:
The main purpose of this study was to assess the effectiveness of women primary school principals
in Amibara woreda vis-à-vis the national professional standard for school principals of Ethiopia.
The sample of 145 students, 147 teachers and seven women principals, two cluster supervisors,
woreda education vice head and teacher, principal and supervisor work process team leader were
involved in the study. Principals, teachers, and woreda education head were selected through
comprehensive or census sampling. Sample students were selected by stratified random sampling
technique. Supervisors and teacher, principal and supervisor work process team leader were
selected through purposive sampling technique. The questionnaire and personal interview were
study instruments. The instrument scales had acceptable reliability coefficients greater than .75.
Descriptive statistics, one-sample t-test and independent samples t-test were utilized for data
analyses. The data gathered interview was narrated in line with the questionnaire. Women primary
school principals were positively perceived as effective school vision and community leaders,
effective instructional and administrative leaders. There was no significant difference between
male and female teachers perception of women’s effective school leadership. Teachers and
students did not have significantly different perception of women’s effective school vision and
community leadership. But, there were significant differences between teachers’ and students’
perceptions of women’s effectiveness in instructional leadership and administrative leadership.
The study also identified considerable challenges that faced women school principals in their
effectiveness. To this end, possible recommendations were forwarded based on study results.
