Leadership Preparation and Development of secondary school principals in Oromia National Regional State of Ethiopia: Policies, Practices and challenges
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Date
2025-06
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Addis Ababa University
Abstract
This study sought to explore and contextualize the practices and challenges associated with the
preparation and development of principals in government secondary schools within the Oromia
NRS of Ethiopia. To this end, the study adopted a pragmatic paradigm in knowledge creation and
employed a parallel mixed research deign where quantitative and qualitative data were collected
simultaneously. A combination of cluster-sampling, simple random sampling, purposive sampling,
and availability sampling techniques were employed to select sample zones, secondary schools,
and target respondents. Data were gathered through semi-structured interviews and question-
naires from key stakeholders, including representatives from the MoE and OEB, WEO, HoDs of
principal preparation universities, and secondary school principals across West Harargea, Arsi,
West Shoa, and Sheger City Administration in the Oromia NRS. Besides, relevant national and
regional policy documents were analyzed as secondary data sources. Data were analyzed using
descriptive statistics and thematic analysis methods.
The study's major findings revealed that a significant majority (68.8%) of public secondary
school principals in the Oromia NRS were assigned to principalship positions without any form
of leadership preparation and, hence, found to be under-qualified to lead at this particular level.
Exacerbating the problem, a considerable number of them had no appreciable experience in
school principalship. The finding also unveiled that principal selection was based on unwritten,
non-merit criteria (where acquaintance and political loyalty dominated over merit). The study
further indicated that professional development practices for the incumbent principals were
scarce, mostly consisting of self-initiated activities such as unstructured daily experiences and
independent reading of guidelines. Education office-led initiatives were also sporadic and unsys-
tematic, focusing mainly on experience sharing at the CRCs, intermittent school visits by supervi-
sors, and occasional meetings at the Woreda level.
The study concluded that the preparation and development of secondary school principals in the
Oromia NRS were inconsistent and insufficient, largely driven by self-initiated efforts. The selec-
tion and assignment of principals were heavily influenced by loyalty over merit. Despite the Fed-
eral MoE's initiatives to establish policies aimed at professionalizing educational leadership, a
significant gap remains between these policies and their practical implementations, implying that
the intended initiatives have not been effectively carried out in practice.
Finally, among the major recommendations provided are that Education authorities in Oromia
NRS need to develop and implement transparent, merit-based criteria for the selection so as to
bring eligible professional principals for secondary schools. The provision of continuous and
appropriate university-based in-service professional training for all under-qualified incumbent
and aspiring principals deserves serious consideration. Besides, it is imperative to enhance pro-
fessional development opportunities for incumbent principals by creating systematic and sus-
tained professional development programs that go beyond self-initiated activities. Collaborating
with University EdPM departments to deploy peripatetic professors as mentors in clusters of
nearby secondary schools will enhance leadership skills and knowledge. Educational planners
should ensure that policies are not only developed but also actively enforced, monitored and
evaluated to bridge the gap between policy intentions and actual practices. Hence, regular moni-
toring and evaluation of principal selection, preparation and development practices need to be
instituted by OEB to ensure adherence to national policies.
Key words: leadership, leadership development, leadership preparation, principals’ selection,
policy, secondary school principals.
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Keywords
leadership, leadership development, leadership preparation, principals’ selection, policy, secondary school principals.