Abstract:
The objective of this study was to assess the school leadership effectiveness in implementing
school improvement programs in secondary schools of Ilubabor Zone. In this study
descriptive survey design was used with both quantitative and qualitative methods. Among
the 24 government secondary schools found in the Zone, 8 (35%) was taken as a sample by
using multistage sampling technique. The sample teachers 164 (58%) were selected by
using multistage sampling techniques. Additionally, 8 secondary school external
supervisors, 8 school principals and 8 vice principals were selected by available sampling
techniques. Finally, 8 PTA representatives 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, mean and standard deviation. 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 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 Ilubabor Zone 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 implementation of SIP in the secondary schools of the zone.
Regarding challenges, inadequate financial resources, inadequate man power 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 Ilubabor zone were not effective in implementing some domains of school improvement
program. Therefore, it is recommended that Wored education Offices in collaboration with
Zone Education Offices and Regional Education Bureau should give sustainable technical
assistance including training for school leaders. Woreda education offices in collaboration
with school leaders need to enhance community participation. Finally, the REB is advised to
promote and sustain the upgrading training system of secondary school leaders to
capacitate them with adequate technical and administrative skills
