Practices and Challenges of Leadership in Private Kindergartens in Bole Subcity
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Date
2014-05
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Addis Ababa University
Abstract
This study aimed at assessing the Practices and Challenges of Leadership in the Private
Kindergartens of Bole Sub City, in Addis Ababa. The research problem examined how
kindergarten principals enact and experience their leadership, the leadership styles employed,
the way they held their position, the challenges they encounter and the assistance they get
from education offices. To this end, a descriptive survey design was used and the research
employed various data collection tools and processed primary and secondary data sources
using qualitative and quantitative data analysis techniques. Nine kindergartens were randomly
selected using multi stage sampling technique and all the teachers (one hundred twenty),
principals (nine principals) responded to the questionnaires. In depth semi structured
interview were conducted with kindergarten principals, 4 cluster supervisors and 1 early
childhood expert at the Woreda and Sub city level respectively. The key findings were:
kindergarten principals’ used facilitative leadership style though unintentionally. They were
not adequately trained in the area of leadership and early childhood education. Most
principals’ held their position by promotion from the teaching profession. Thus, they feel
incompetent and lack confidence. The principals have faced many challenges related with
insufficient school resources, diverse early childhood staff combinations, lack of training in
their context and leadership and miscommunication between management teams. The cluster
supervisors and early childhood experts were not trained in early childhood education or
leadership; they were also tightly scheduled to supervise first and foremost primary and
secondary schools. The research concluded, kindergarten principals were not independent
leaders. They have no power in decision making. Their leadership skill was found to be very
poor. It can be said below the international standards. Consequently, the following
recommendations were forwarded. Kindergartens principals’ personal effort and enthusiasm
for leadership should be accompanied with strong encouragement and continuous support
primarily by their own school management. Sufficient in-service training or workshops should
be provided by the city administration offices for principals, head of schools, cluster
supervisors and early childhood experts. The education offices need to assign early childhood
education and managements trained supervisors. The Ministry of Education should open
early childhood education and management field of study and short term training programs at
the universities and colleges.
Key Words- early childhood education, preschool, kindergartens, early years
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Keywords
early childhood education, preschool, kindergartens, early years