School Leaders’ Rroles in Creating a Conducive School Environment for Learning in Secondery Schools of North Shoa Zone
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Date
2020-12
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AAU
Abstract
The purpose of this study was to analyze school leaders’ efforts in creating conducive school
environment for learning in secondary schools of North Shoa Zone. To achieve this purpose, the
embedded research design with quantitative and qualitative approaches was employed.
Interview, questionnaire, document analysis and observation checklist were used as instrument
of data collection. Data were collected from 10 government secondary schools. A total of 107
teachers, 73 SIC members, 10 PTA head and 5 secondary school supervisors were used for the
study. The data were analyzed by frequency, percentage, mean scores, and narrative
description.The study indicates most of the respondents were experienced enough and had
awareness about their school nature and culture. The study found that most school leaders were
not qualified with leadership profession. According to this study, secondary school environment
was moderately conducive for learning regarding to school facilities and students empowerment.
However, the extent to which students were supported in schools was underway in secondary
schools. In terms of school facilities, there were inadequate facilities like standard laboratories
and libraries, lack of access and use of technologies like internet and adequate computers and
separate latrines. Regarding to empowerment of students, opportunity for gender equality of
students to participate in school leadership was under way. Provisions of supports for students
were problematic in secondary schools. In this case, students with special needs were ignored
which needs nearby support. Regarding to school facility and students support, low role were
employed by school leaders in creating conducive learning school environment that address the
physical and mental health needs of all students and staff. They employed moderate role
regarding to empowering students. Low leadership competency, technical skill and experience of
school leaders were among the factors highly affecting school leaders to create conducive
learning school environment. Based on the findings, some recommendations were suggested.
First, School leaders should use their understanding of SIP to enhance conducive school
environment for learning. Second, MoE and REB should provide training for school leaders in
professional development activities and bring competent and trained personnel to the leadership
position.