Distributive leadership practices and challenges in secondary schools of hadiya zone, in southern nations nationalities and peoples regional state

Abstract

This study aimed at investigating distributive leadership practices and challenges in secondary Schools of Hadiya Zone. The general population of the study is 550 teachers, 25 principal and vice principals168 department heads’. The sample size of the study was 138(25%) teachers from 550, 109(56.5%) School leaders’ from193school leaders (department heads& principals) were representative of all in secondary Schools of Hadiya Zone. From total 743 population only 247(33.2%) respondents participated in this study. Descriptive survey research design and both quantitative approach and qualitative approach were Concurrently employed in this study. Data was collected from teachers’ principal, vice principals and department heads 8 secondary schools of Hadiya Zone. A proportional sampling technique followed with simple random sampling technique (lottery method) was used to get information from respondents. A closed ended questionnaire in the form of a 5-point Likert scale was used to collect the data. The data were analyzed using descriptive (mean and standard deviation and independent t test. Open ended response were analyzed qualitatively. Some of major findings of this study include: Thus, principals lose potential support from teachers that could have contributed for quality education and students’ academic achievement. The principals spending much time on administrative issues rather than academic issues, lack of knowledge on how to participate teachers in leading schools, lack of knowledge on what kinds tasks to be distributed to teachers so that teachers play leadership role were among the major factors that hinder principals practice of distributive leadership. The study also revealed, principals’ inability to influence teachers to desired direction, lack of knowledge on how to make teachers play leadership role, lack of knowledge on what kinds of tasks to be distributed to teachers and principals spending much of their time on administrative issues as the major factors that hindered principals to exhibit distributed leadership practices. The qualitative results as well confirmed the quantitative results. It is recommended that, Woreda and Zone education offices in collaboration with Southern Nations Nationalities Peoples Regional bureau provide and facilitate professional development trainings by focusing on distributed leadership. The collaborative nature of interdisciplinary teams, as well as the trust and relationships necessary to engage in effective teaming also seem to be factors in the success of these schools’ distributed leadership practices. From the results of t-test to be found that the t-test was computed to look for any statistically significant difference for each of the independent variables between the two groups of respondents found p<0.05 i.e. there is strongly statistically significant difference between the means of the two groups. i.e. the teachers do not share the same perception as the school leaders implemented the distributive leadership practices in their schools; guided and supported than the school leaders. Finally the findings of this study may generate interest or assist as a stepping-stone for those who have an intention for further study in details on this topic