Abstract:
The general objective of this study was to investigate the practices and challenges of distributed
leadership and its implication to teachers’ commitment in secondary schools of Jimma Zone.
For the purpose of this study, an explanatory mixed methods design was employed. A total of 6
secondary schools were selected by simple random sampling technique, particularly through
lottery methods. Data were collected from 6 (100%) Principals, 6 (100%) vice principals,
6(100%) supervisors was selected by using census or comprehensive sampling techniques and
140(65%) teachers were selected by simple random sampling technique. Data obtained through
questionnaire were analyzed using statistical tools like percentages, mean, weighed mean,
standard deviation, independent sample t-test, and Multivariate Analysis of Variance
(MANOVA) on SPSS version 20. The qualitative data that were collected through interviews
were analyzed qualitatively and interpreted through description of trends to supplement the
quantitative data. The findings of this study had showed that three of the five dimensions of
distributed leadership practice i.e. setting the school vision and mission, building effective
relationship and managing instruction have significant influence on the dependent variables
(commitment to students, commitment to teaching, commitment to schools and commitment to
profession) while, promoting a conducive school learning climate and developing people have
no significant influence on the dependent variables (commitment to students, commitment to
teaching, commitment to schools and commitment to profession) in secondary schools of Jimma
Zone. On the other hand, the findings of this study indicated that the four major challenges of
distributed leadership (lack of skills and training, lack of cooperation and commitment, lack of
resource availability and allocation and lack of vision, will and courage) have significant
influence on the dependent variables (commitment to students, commitment to teaching,
commitment to schools and commitment to profession) in secondary schools of Jimma Zone. The
researcher recommended that school leaders, teachers and worded education office should work
the major challenges influencing the successful implementation of distributed leadership in
secondary schools
