The Roles of Principals’ in creating Positive School Cultures in secondary school of Jimma Zone

Abstract

The purpose of this study was to assess the “Roles of Principal in Creating Positive School Cultures in Secondary School of Jimma Zone”. The study employed a descriptive survey research design, which includes quantitative and qualitative research methods. Among 21 Woredas and 1 town administration in the zone, seven (7) were selected by simple random sampling technique and from 35 Secondary school in the selected Woredas, 15 secondary school were selected (two secondary school from each six Woredas and three secondary school from one Woreda by purposive and simple random sampling). Data for the study was collected through questionnaires and interviews. Questionnaires were prepared and administered to 279 teachers selected by using simple random sampling techniques, 15 school principals, 15 vice-principals, 15 unit leaders, 60 department heads were selected by purposive sampling technique 45parent teacher associations were selected by purposive sampling techniques. Seven Woreda education head and seven secondary School supervisors were interviewed. The data collected were analyzed by using percentages, means, and weighted means and ANOVA used by computing the data on SPSS version 23. The data gathered through open-ended questions, interviews were analyzed qualitatively, describing the current situation. The findings of this study is assessment of the roles of principals „in creating positive school culture in the school shows that most of school principals had less than expected experience and qualification. Principals instructional roles were not effective in the school more specifically instructional roles that were developed in the schools did not bring positive school culture over the current level of performance of secondary school and materials were rarely provided to accomplish the instructional activities. Moreover, the school principals did not always frame the academic roles, which target dates and develop relevant and achievable instructional goals. Instructional leadership had weakness in academic roles, in supervisory, in creating positive school culture and in collaborating leadership, Collegial support, promoting unity of purpose and optimal use of school resources. On the top of findings, recommendations are forwarded to address the weakness encountered by the principals in their instructional leadership activities mainly focusing on empowering both principals and schools to foster instructional leadership practices in the secondary schools of the zone for the purpose of triangulation. Finally, the findings of this study revealed that there is an insignificant school principal‟s roles played in creating positive school culture in secondary school.