Influence of Principal Leadership Practice on School Climate in Secondary Schools of Kafa Zone

Abstract

The purpose of this study was to assess influence of principals’ leadership practice on school climate in secondary schools of Kaffa zone. Descriptive research design along with mixed (Quan and qual) approach was employed. A total of 145 respondents were included in the study. Samples selected with simple random for sampling sample schools, systematic sample for sample teachers and purposive sampling techniques for principals and supervisors. Data were collected through questionnaires from 120 secondary school teachers and18 principals and interviews were also conducted with supervisors with total 7 members. Additionally, observation was employed as complementary to strengthen the reliability of study. SPSS version 20 was used to analyze in descriptive tools such as mean and standard deviation whereas, qualitative data was analyzed in statement and narrative styles by using word. The finding revealed that the school principal discusses his/her plans on co-curricular activities with students before introducing them. The findings indicate that the school leadership understands of teacher’s viewpoints through holding divergent view point with them., the school leadership practices the responsibility of building a school commitment vision of the high-quality standards and the success of all students, the school leadership conducts activities with a focus on building a sense of the school community to avoid blame of professionalism. The researcher concluded that autocratic leadership style was the most popular style of leadership employed by principals in Kafa zone Secondary Schools. The study also concluded that lack of school resources in cash and kind to manage school climate, lack of teaching learning infra structures such as; shortage of text books and students desks, lack of training on school leadership to give management and work load challenges that school principal face. The principals should also undertake in-service courses in order to improve school climate through leadership.The researcher recommended that government and NGOs should allocate as well contribute enough resources to school. The regional education bureaus are encouraged to prepare in-service and pre-service training that will enhance the principal skills on leadership style. Regarding to delegating job, reported that lack of delegating the job to the staff member to carry out their responsibility as challenges that school leadership face. All staff bodies should take their responsibility and perform effectively. School principal should build good relationship and support of community to improve the school climate in area of teaching learning progress and management systems. It is advisable that school leaders exercised participatory problem-solving approach because participatory decision-making build and maintain a trusting and conducive environment in which teachers feel free and comfortable to be performed well the desired objectives Woreda education office and zonal education department should encourage the involvement of school leaders in school climate improvement by identifying the major problems to hinder to achieve the desired objectives of the school. The secondary schools of kaffa zone should take various measures of intervention to develop positive school climates.