|Title:||Major Problems Of Secondary School Principals In Educational Leadership In Tigrai|
|???metadata.dc.contributor.*???:||Ayalew Shibeshí ( Ato)|
|Keywords:||instructional leadership in Tigrai Region.|
|Publisher:||Addis Ababa University|
|Abstract:||The purpose of the study was to investigate the main problems secondary school . principals face in instructional leadership in Tigrai Region. In order to address the objectives of the study, a descriptive method was used. The sample consisted of six principals, ninety-five teachers and twenty WEOs. Simple random, purposive and availability sampling techniques were employed to select the respondents. To gather the necessary data, a questionnaire was applied and the collected data were quantified and analyzed. Then, the percentage of responses was interpreted. The ﬁndings revealed that most of the principals were incompetent in providingng eﬁective educational leadership since they lacked the required qualiﬁcations and 0 training in educational planning and management. The attitude of the principals towards principalship was found largely negative mainly for it has been viewed as an unthankﬁil job with too many responsibilities shouldered. Another factor principals confronted was heavy work Ioads and assignments not directly related to teaching-learning process which compete for their time and eﬁort and consequently negatively affect the quality of instructional processes. Further more, principals failed to clarify goals and objectives of education to teachers. i Moreover, the ﬁndings revealed that principals were unable to prepare detailed and ﬂexible educational plans accompanied by shortage of budgets to implement them. Still, the principals' role in promoting the instructional process via . supervisory support and staﬂ' development was inadequate. Neither were they enthusiastic in research and reﬂection on self practices in instructional leadership 4 nor in mobilizing teachers to do so. The study also indicated that the principals were good at creating awareness on school rules and regulations in teachers and in controlling the smooth running of schooling as scheduled. Nevertheless, they failed to take corrective measures against indiscipline. Principals reviewed instructional process regularly but efforts to use evaluation results to improvement were low. They were suﬂfering . from shortage of instructional materials and they were not skillful in utilizing the available resources effectively. F inally, based on the results and conclusions, recommendations are forwarded to ` address the problems the principals face in their educational leadership activities mainly focusing on building capacities both in the principals and schools to save schooling from failure. In general the educational leadership quality in the sample areas was ' poor. lf the same happens in all schools, it is a threat to the education service. .|
|Appears in Collections:||Thesis - Educational Planning & Management|
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