The relationships between teachers’ empowerment in educational leadership with their commitment in general secondary schools of east wollege zone

Abstract

The purpose of this study was to assess the relationship between teachers’ empowerment in educational leadership with their commitment in general secondary school of east wollega zone, Oromia Regional state. To be successful in the study four basic questions were raised. The research questions were emphasized the extent to which the Teacher empowerment in educational leadership and its relationship with teaching and learning was being implemented in public secondary schools of the zone. Mixed method that is both quantitative and qualitative employed. Accordingly, the total of 59 public secondary schools of East Wollega. From seventeen wore as four wore as (Guto Gida,Jima Arjo,Diga and LekaDulecha) were selected. A total of 118 individuals were participated in the study. Among these 98 teachers were included as a sample through simple random sampling technique especially lottery method. Additionally, 10 secondary school principals, 10 Teacher associations were included through purposive sampling technique. Questionnaire, document analysis and interview were the main instrument of data collection Interview was utilized to substantiate the data collected through the questionnaire the analysis of the quantitative data was carried out by using percent, mean and standard deviation. Data obtained through open ended questions, and interview was qualitatively analyzed. Mean standard deviation and T-value, P-value was employed to analysis quantitative data. The findings of this study showed significant relationships between the teacher empowerment in educational leadership and its relationship with their commitment. The data showed statistical significant between the teacher empowerment in educational leadership and commitment in teaching and learning in the study. Significance between the domains of the teacher empowerment in educational leadership and commitment in teaching and learning in the study showed no statistical significance in this study. This is because teachers will be freely involved to participate and make decisions regarding the learning and teaching of the students. Based upon the data, can be concluded that specific principal skills related to the domains that have an influence on teacher empowerment to improve commitment to teaching and learning. Finally, some of the recommendations forwarded are School leaders are advised to use the teacher empowerment in school leadership and give attention to the teacher empowerment in order to adequately enhance better teaching and future research should also focus on how school administration and leadership practices in secondary schools could be improved.