The Practices of Transformational Leadership in Secondary Schools of the Oromia special zone

Abstract

The major purpose of the study was to assess the current practices of transformational leadership in the secondary schools of the Oromia Special Zones. The study particularly treated the dimensions of successful secondary school Transformational leadership practices such as developing shared vision and mission, motivating teachers, effective decision making, communication practice, effectively practices of the five component of Transformational leadership practices and factors that affect the secondary school leaders in performing their activities in the school. To accomplish this purpose, the study employed a descriptive survey design. The study was carried out in seven secondary schools of the Oromia Special Zone. Selected using purposive sampling technique. From the sampled schools, 7 principals, 10 vice principals, 6 supervisor, 46 department heads,8 education expert included as samples employing purposive sampling technique. Furthermore, 95 teachers were taken as a sample through stratified and simple random sampling techniques. The data were analyzed by using percentage, frequency, mean scores, standard deviation and independent t-test and Practices of decisions in various school activities, implementation and evaluation of school performances, encouraging and mobilizing staff is low. Besides, school principal practices on modeling the way, challenging the process, enabling others to act and lack of find ways to celebrate accomplishments were major challenges identified by the research for transformational leadership practices in the schools. The leaders’ moderate engagement in the practices could be one major factor which negatively affects effective accomplishment of institutional goals if not the only one. It should be noted that there could also be external factors which could affect organizational effectiveness. Some of the recommendations were suggested. Those town administration education offices should provide educational leadership training to the school leaders to strengthen their capacity so as to help them in improving the existing problems they face in their schools, School principals in collaboration with staff ought to provide motivators, such as praise, consultations, encouragements or active support, trust and respect by acknowledging particular effort since, teachers are the most valued resources in schools and Principals should be open and trust to maintain and to strengthen smooth relationship and channel of communication in the secondary schools.