Abstract:
The major purpose of the study was to assess the extent of Transformational leadership
Challenges and practices in the TVETIs of West Oromia. To this end, quantitative
descriptive survey research strategy was adopted. Then the qualitative one also employed in
order to triangulate the result obtained though quantitative data analysis. The instrument used
to collect data was standardized questionnaires. The quantitative data were collected from
both trainers and leaders by distributing similar questionnaire for both groups of participants.
The data gathered were from teachers and management found in the seven sample TVETIs of
West Oromia. The descriptive statistical tools were applied to analyze the data. The study
found out that, the five components of leadership were, in general moderately practiced by
the leaders in the sample TVETIs of West Oromia. However, one component of
transformational leadership was perceived as highly performed by the leaders. The study also
found out that there were statistically significant differences between the perceptions’ of
teachers and leaders across their positions as well as among the sampled TVET Schools on
the extent of the five Transformational leadership practices. Such gap in the perceptions of
the five leadership practices might indicate, the TVET Institutions were not performing well
in this regard, as transformational leadership practices are largely determined by the
perceptions of the followers. With the regard to trainers’ level of satisfaction with the
leadership practice, the study revealed that majority of the teachers were moderately satisfied
with leaders’ engagement in the five components of leadership practices. Accordingly, the
study suggested that, the TVET institutions in Oromia should develop a strong
communication system along with several employee and leadership development programs.
Finally, the challenges that hinder the leaders to fully practice the five transformational
leadership models were identified by the participants. Moreover, lack of leadership skill and
knowledge, absence of commitment to challenge the process and external support to enhance
capacities of the leadership were the major issues raised to be tackled.
