Practices and Challenges of Distributed Leadership and It’s Implication to Teachers ‘commitment In the Secondary Schools of Jimma Zone.

Abstract

The general objective of this study was to investigate the practices and challenges of distributed leadership and its implication to teachers’ commitment in secondary schools of Jimma Zone. For the purpose of this study, an explanatory mixed methods design was employed. A total of 6 secondary schools were selected by simple random sampling technique, particularly through lottery methods. Data were collected from 6 (100%) Principals, 6 (100%) vice principals, 6(100%) supervisors was selected by using census or comprehensive sampling techniques and 140(65%) teachers were selected by simple random sampling technique. Data obtained through questionnaire were analyzed using statistical tools like percentages, mean, weighed mean, standard deviation, independent sample t-test, and Multivariate Analysis of Variance (MANOVA) on SPSS version 20. The qualitative data that were collected through interviews were analyzed qualitatively and interpreted through description of trends to supplement the quantitative data. The findings of this study had showed that three of the five dimensions of distributed leadership practice i.e. setting the school vision and mission, building effective relationship and managing instruction have significant influence on the dependent variables (commitment to students, commitment to teaching, commitment to schools and commitment to profession) while, promoting a conducive school learning climate and developing people have no significant influence on the dependent variables (commitment to students, commitment to teaching, commitment to schools and commitment to profession) in secondary schools of Jimma Zone. On the other hand, the findings of this study indicated that the four major challenges of distributed leadership (lack of skills and training, lack of cooperation and commitment, lack of resource availability and allocation and lack of vision, will and courage) have significant influence on the dependent variables (commitment to students, commitment to teaching, commitment to schools and commitment to profession) in secondary schools of Jimma Zone. The researcher recommended that school leaders, teachers and worded education office should work the major challenges influencing the successful implementation of distributed leadership in secondary schools