Abstract:
This study was conducted to an investigation in to Principals’ leadership effectiveness in
secondary schools of Kafa zone. To carry out this study descriptive method was employed.
Participants of the study were 5 Principals, 9 vice principals, 47 department heads, 77 teachers,
3 woreda education office heads and 3 cluster supervisors, and 48 PTSAs members. The data
were collected by using a questionnaire, interview, and focus group discussions. Quantitative
and qualitative data analyzed using both descriptive and inferential statistics, i.e. frequency,
percentage, mean scores, standard deviation and one sample t- test. Additionally, qualitative
data collected from school principals, Woreda education office heads and cluster supervisors
through interview, and from Parents, Teachers, and Students Association (PTSA) through
focused group discussions. Qualitative data analyzed after the responses transcribed using
respondents’ own words and categorized in to various themes and subthemes. Based on this
analysis it was found out that principals’ leadership effectiveness in setting vision and defining
mission, setting goals, building strong functional relationship among the school community, and
indicating professional endeavors in encouraging teachers do their work enthusiastically was
below the desired level. The study further revealed that lack of adequate training and experience
related to the functions of instructional leadership, shortage of resources and more engagement
in routine works that had less value to the schools’ vision and mission were some of the main
problems hindering principals’ leadership effectiveness. In view of the findings, therefore, it
could be concluded that most of the school principals were not effectively leading core activities
of their schools. Based on the findings and conclusion it is recommended that concerned bodies
including MOE, South Region Education Bureau(SREB) are advised to fill the knowledge and
skill gaps of the principals by designing and providing long and short term professional training
and development programs on: strategic instructional leadership, effective cooperative and
collaborative school leadership styles as well as internalization of the selection criteria as
stipulated in “A Blue Print for Teachers development Program” in a suitable manner.
