Leadership Effectiveness of School Leaders in Implementing School Improvement Program in Ilubabor Zone Government Secondary Schools
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The objective of this study was to assess the school leadership effectiveness in implementing school improvement programs in secondary schools of Ilubabor Zone. In this study descriptive survey design was used with both quantitative and qualitative methods. Among the 24 government secondary schools found in the Zone, 8 (35%) was taken as a sample by using multistage sampling technique. The sample teachers 164 (58%) were selected by using multistage sampling techniques. Additionally, 8 secondary school external supervisors, 8 school principals and 8 vice principals were selected by available sampling techniques. Finally, 8 PTA representatives were included by using purposive sampling techniques. The instruments of data collection were questionnaires, semi structured interview, observation and document analysis. The data were analyzed by using frequency, percentages, mean and standard deviation. The data gathered through open –ended questions, interviews, observation and document analysis 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 community participation. They also had low performance in the preparation stage of SIP. As the finding of the study revealed the domains, secondary school leaders of Ilubabor Zone did at an average level were ‘teaching and learning’ and ‘safe and healthy school environment’. Thus, secondary school leaders were not adequately preparing themselves and other responsible stakeholders with important financial and material resources before implementation of SIP and these problems in turn affected the implementation of SIP in the secondary schools of the zone. Regarding challenges, inadequate financial resources, inadequate man power in the schools, insufficient and inconsistent communication among leaders and the staff, low level of commitment of school leaders, low support from parents and community, lack of technical skills in school improvement program preparation, scarcity of frameworks and guidelines of SIP in schools were some of the challenges of secondary school leaders in implementing SIP. In general, as the finding of the study revealed secondary school leaders of Ilubabor zone were not effective in implementing some domains of school improvement program. Therefore, it is recommended that Wored education Offices in collaboration with Zone Education Offices and Regional Education Bureau should give sustainable technical assistance including training for school leaders. Woreda education offices in collaboration with school leaders need to enhance community participation. Finally, the REB is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills.