School leadership effectiveness in implementing school improvement program in secondary schools of Bale Zone

Abstract

The objective of this study was to assess the school leadership effectiveness in implementing school improvement programs in secondary schools of selective woredas in Bale Zone. Descriptive survey design was used with both quantitative and qualitative methods. The respondents were school leaders (principals, vice-principals, unit leaders, supervisors) sample teachers were selected by using multistage sampling technique. And Parent Teacher Association representatives were included by using purposive sampling techniques. The instruments of data collection were questionnaires, interview, and document analysis. The data were analyzed by using frequency, percentages, mean and standard deviation. The data gathered through open –ended questions, interviews, and document analyses were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated low performance of secondary school leaders in implementing school improvement program domain such as, school leadership and teaching learning process and low performance in the preparation stage of School Improvement program. Thus, secondary school leaders were not adequately preparing themselves with other responsible stakeholders and important financial and material resources. These problems in turn affected the implementation of School Improvement program in the secondary schools of the zone. Regarding challenges, inadequate financial resources and man power, low level of commitment of school leaders, low support from community, scarcity of frameworks and guidelines were some of the challenges of secondary school leaders in implementing School Improvement program. In general, secondary school leaders of Bale zone were not effective in implementing some domains of school improvement program. Therefore, it is recommended that schools in collaboration with Woreda education Offices and Zone Education Offices should give sustainable technical assistance including on job training for school leaders. Finally, the Regional Education Bureau is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills