Distributed Leadership: Practices And Challenges In Primary Schools Of Jibat Woreda, West Shoa Zone

Abstract

The purpose of this study was to investigate the practices and challenges of distributed leadership in primary schools of Jibat woreda, West Shoa Zone. In order to meet the objectives of the study, a descriptive design was employed in the view of using a mixed method (quantitative and qualitative approach) to describe the existing situation and opinions of the respondents. The data were collected from 132 (93.1%) of the teachers and 49(87.5%) of the School board Mgt such as principals, TPA members, teachers etc. using simple random sampling techniques. The data were collected through interview and questionnaire. The questionnaire was distributed to the School board Mgt and the teachers at twelve schools in Jibat Woreda. The data were analyzed by descriptive statistics (percentage, mean & standard deviation) and Independent t-test using SPSS version 25 software programs. Thus, the major findings of the study shows that there was an attempt to exercise distributed leadership; however, it was not properly practiced due to lack of awareness on its implementation, opportunities of autonomous choices and lack of teachers involvement in most significant issues of the school leadership activities. Moreover, top-down management structures in schools, principals’ fear to sharing their leadership role and lack of trust between teachers and principals with and within the staff were considered as the main obstacles to the development of distributed leadership in their primary school. Furthermore, lack of teachers’ adequate and continuous leadership training, workloads, poor teachers’ commitment, and lack of teachers’ incentives were identified as the main challenges. Therefore, it needs to establish supportive school culture, develop a sense of belongingness, responsibility, accountability, confidence and trust on the part of staff members to implement distributed leadership in the schools. Besides, School principals should empower, create more opportunity, establish stronger team-work and group decision making, stimulate and encourage teachers to fully involve in school leadership. Finally, teaches and the School board Mgts should be given in-service training to fill their skill gasp in practicing distributed leadership.