School Leadership Effectiveness in the Implementation of School Improvement Program in Jimma Zone, Mana district Secondary Schools

Abstract

The objective of this study was to examine the school leadership effectiveness in implementing School improvement program in Secondary Schools of Jimma Zone, Mana District. In this study descriptive survey design was used with both quantitative and qualitative methods. Among the 8 government secondary schools found in the Mana District, 5 (62.5%) was taken as a sample by using purposive sampling technique. The sample teachers 149 (78%) were selected by using simple random sampling techniques. Additionally, 2 secondary school external supervisors, 5 school principals and 9 vice principals were selected by available sampling techniques. Finally, 14 PTA representatives and 14 SIC were included by using purposive sampling techniques. The instruments of data collection were questionnaires, semi structured interview, observation and document analysis. The data were analyzed by using frequency, percentages, and mean. The data gathered through open –ended questions, interviews, observation and document analysis were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated low performance of secondary school leaders in preparation and raising awareness for stakeholders and also moderate performance in implementing school improvement program domain such as, school leadership and community participation. They also had low performance in the preparation stage of SIP. As the finding of the study revealed the domains, secondary school leaders of Jimma Zone mana district did at an average level were ‘teaching and learning’ and ‘safe and healthy school environment’. Thus, secondary school leaders were not adequately preparing themselves and other responsible stakeholders with important financial and material resources before implementation of SIP and these problems in turn affected the effectiveness of leadership of the secondary schools of the district. Regarding challenges, inadequate financial resources, inadequate technical support in monitoring and evaluation of SIP in the schools, insufficient and inconsistent communication among leaders and the staff, low level of commitment of school leaders, low support from parents and community, lack of technical skills in school improvement program preparation, scarcity of frameworks and guidelines of SIP in schools were some of the challenges of secondary school leaders in implementing SIP. In general, as the finding of the study revealed secondary school leaders of Jimma zone mana district were not effective in implementing some domains of school improvement program. Therefore, it is recommended that district education Offices in collaboration with Zone Education Offices and Regional Education Bureau should give sustainable technical assistance including training for school leaders. District education offices in collaboration with school leaders need to enhance community participation. Finally, the regional education bureau is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills.