Distributed Leadership Practices In Government Secondary Schools of East Shewa Zone
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Date
2024-01
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Addis Ababa, Ethiopia
Abstract
The major objective of this study was to assess distributed leadership practices of principals in
government secondary schools of East Shewa Zone. To meet this purpose, the study was guided
by pragmatic worldview. Methodologically, the study used concurrent mixed methods design
with a QUAN+QUAL approach. Population of the study includes secondary schools working in
East Shewa Zone. From the study area, 5 woredas and 2 city administrations were chosen by
using simple random sampling techniques. From the 5 woredas, 5 secondary schools were
chosen by using availability sampling technique. From those secondary schools in the sample
city administrations, 2 of them were selected and included in the sample by using simple
random sampling technique. Together, 7 secondary schools were chosen as a sample. From the
sample secondary schools, 7 principals and 7 supervisors were selected using availability
sampling technique, 239 teachers were selected using stratified simple random sampling
technique, and 14 department heads were selected using availability sampling technique. In
addition, 5 woreda education office heads, 2 city education department heads, and 2
educational professionals (one each from the Regional Education Bureau and the Ministry)
were chosen purposively and included in the sample. Data gathering tools include
questionnaire, interview, and documents. Data analysis followed two steps: first, the
quantitative data were analyzed using (SPSS V-20) where the data were analyzed using
descriptive statistics (percentage, mean, and standard deviation) to assess the extent to which
secondary school principals practice distributed leadership and inferential statistics
(Spearman’s correlation and ordinal regression) to analyze the extent to which the 5
dimensions of distributed leadership are related to one another in indicating the extent to which
principals practice distributed leadership and to see the extent to which the 5 dimensions of
distributed leadership vary in explaining distributed leadership practice of principals. Next,
qualitative data were analyzed using inductive analysis under which categories, themes, and
patterns obtained from the data. Finally, results obtained from both data analysis techniques
were organized and analyzed in such a way that it answers the research questions of the study.
The results indicated that low level of distributed leadership practice of secondary school
principals; medium to high levels of effectiveness of secondary school principals in practicing
distributed leadership; medium to high levels of support that opportunities and enabling
conditions provide for secondary schools; and the fact that secondary schools under study are
working under many challenges which encompass in-school and out of school factors. From the
findings, it is possible to conclude that: the principals of the secondary schools under study
were found to discharge their leadership below the expected level; the secondary school
principals were relatively effective in practicing distributed leadership, with some efforts
remaining to be made; the principals of the secondary schools under study are working under
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supportive policy conditions; and the principals of the secondary schools under study are
working under many challenging situations. Based on the findings and the conclusions drawn,
recommendations forwarded: the principals working in the secondary schools under study make
effort, to understand their duties and responsibilities and practice distributed leadership in a
way that it maximizes their effectiveness; woreda and city education offices in coordination with
Regional Education Bureau provide on-the-job training for secondary school principals on
policy provisions; woreda and city education offices work in coordination with their respective
administrative offices on how to reduce political interference to secondary schools; the
Regional Education Bureau revisits its budget provision to secondary schools and practice a
50/50 ratio, particularly in cities, for both secondary school teachers employment and transfer;
the Ministry of Education being coordinated with higher learning institutions, works for the
inclusion of the curriculum for the education and training of professionals like school
laboratory technicians, librarians, and psychiatrist; and the Ministry of Education and the
respective lower educational administration levels give parallel attention for the training and
utilization of educational leadership professionals.
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Addis Ababa, Ethiopia