Practice and Challenges of Transformational School Leadership in Secondary Schools of Gurage Zone
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Date
2018-10
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Addis Ababa University
Abstract
The purpose of this study was to assess the current practices and challenges in exercising transformational leadership in secondary schools of Gurage zone. The study also explored the practice and challenges of transformational leadership implementation. Cross-sectional descriptive survey design along with mixed method was employed. Quantitative data were collected, through questionnaires, from 217 of respondents (principals and teachers), randomly selected from selected secondary schools. Semi-structured interviews were also held with 23 respondents (supervisors and PTA chairperson); availability sampling technique was used to select them from selected secondary schools of Gurage zone. Document analysis was also part of data collection for the study. Using SPSS version 20, quantitative data were analyzed using descriptive statistics such as percentage, mean, standard deviation, and inferential statistics t-test was used. while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that it was identified that the majority of the teachers, principals, supervisors, and PTA chairperson had served for 10 years and below which implies not experienced. It was identified by the study that level of understanding, and, exercising the domain and its practices of transformational leadership is in low level, especially understanding concepts of transformational school leadership is 3.75.This supervisors and principal were unable in continuous follow up and understanding level and also the four dimension(idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation) ,practicing and exercising are at low level. Concerning about exercising of transformational school leadership teachers are not clear about its significance as well as its practicing transformational leadership in secondary school is very low. The study identified major challenges that impede principals’ transformational leadership practices, namely: poor management system of principals, dominance of routine administrative work to principals, low parental/community involvement, budget deficit(inadequacy), pressures of internal and external forces. Therefore, it could be concluded that those afro-mentioned challenges were highly affecting the principals’ transformational leadership practices.Thus, on the basis of findings obtained it is possible to conclude that in the sampled secondary schools in Zone the schools had almost a poor transformational leadership practices. Thus, this clearly shows the school principals lack clear awareness/adoption of leadership paradigm, transformational leadership. The study further showed that finally, it can be suggested that further studies need to be conducted in this area with regard to Transformational leadership practice, and challenges to arising negligible role stakeholders. Based on these findings, it was recommended that Overall findings from this study suggest that the principals’ transformational leadership practices should play important roles in tackling those challenges particularly related to overload administrative work, budget deficit, parental involvement and pressures of internal forces through mobilizing community, engaging self- incoming generating activities, wisely using funds, providing school base training, and counseling and guidance and, It is recommended that the regional, Zone and Woreda education officers solve the problem of time less turnover supervisors and principals trained in educational leadership and management is seriously recommended in all secondary schools of Gurage Zone to overcome the problem of supervisors and principals to provide proper transformational leaders in school to support for students, teachers, and school effectiveness were some of the major recommendations forwarded.
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Practice and Challenges of Transformational School Leadership