Abstract:
The main purpose of this study was to investigate the status of participatory leadership in
secondary schools of West Wollega Zone. To conduct this study a descriptive survey
research design was employed. A total of 173 respondents (147 teachers, 7 principals, 7
vice principals, 5 supervisors and 7 PTAs heads) were included in the study. The teacher
respondents were selected by simple random sampling method while principals, vice
principals, supervisors and PTA heads were selected by purposive sampling method. The
data were gathered through questionnaire and interview. Data gathered through
questionnaire were analyzed and summarized using statistical tools. Descriptive statistics
such as frequency count, Percentage, mean, weighted mean, standard deviation and
inferential such as t-test was employed. Data obtained through interview were
qualitatively analyzed. The findings of the study revealed that the status of participatory
leadership in secondary schools was found to be low and they participated most in issues
related to school curriculum and decreased school planning budget and income
generation and school building respectively. Stakeholders’ participation in school
leadership were found to be low. Failure of delegate authority and sharing responsibility
to teachers and staff, lack of transparency between school principals and teacher, unfair
assignment of principals, lack of proper supervision was some of the factors that were
found to have influence participatory leadership. This is likely to affect the overall
activities of school in general and participatory leadership activities in particular.
Finally, it was recommended that school leaders need to identify knowledge, skills and
attitude gaps of stakeholders and should have to provide continual training to resolve
related problems. Furthermore, leader creating transparency and positive relationship is
significant to facilitate condition in which all school stakeholders are committed to
participate in different school leadership activities
