Principals’ Leadership Effectiveness in Secondary Schools of Addis Ababa City Administration

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Addis Ababa University


The main purpose of this study was to investigate the effectiveness of Principals’ leadership in some selected secondary schools of Addis Ababa City Administration. To this end, both qualitative [case study] and quantitative [descriptive survey] approaches were applied in this study. Primary data were gathered from Principals, vice principals, department heads, teachers, sub city education office heads and supervisors, and PTSAs of the selected Schools and analyzed using both descriptive and inferential statistics, i.e. percentiles, mean scores, and standard deviation. Additionally, qualitative data were collected from school principals, sub city education office heads, and supervisors through interview, and from Parents, Teachers, and Students Association (PTSA) through focused group discussions. Qualitative data were analyzed after the responses were transcribed using respondents’ own words and categorized in to various themes and subthemes. It was found out that effectiveness of schools principals’, in setting goals, developing vision, forming strong functional relationship among the school community, and showing professional endeavors in inspiring teachers do their work enthusiastically was below the desired level. The study further revealed that lack of adequate training and experience related to the functions of instructional leadership, high staff turnover, shortage of resources and more engagement on routine works that had less value to the schools’ vision and mission were some of the main problem hindering principals’ leadership effectiveness. Accordingly, it is concluded that almost all of the school principals were not effectively leading core activities of their schools by forming communal cooperation among the staff within the school, on one hand, and collaboration between the staff of the schools and the community outside the schools, on the other hand. Finally, it is recommended that responsible parties including Addis Ababa City Administration Education Bureau (AAEB) are advised to fill the knowledge and skill gaps of the principals by designing and providing long and short term professional training and development programs on: strategic instructional leadership, effective cooperative and collaborative school leadership styles as well as internalization of the selection criteria as stipulated in “A Blue Print for Teachers Development Program” in a suitable manner