An investigation in to principals’ leadership effectiveness: in secondary schools of kafa zone

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.