Principal‘S Leadership Effectiveness in Implementing School Improvement Program in Public Secondary Schools of Wolaita Zone

No Thumbnail Available



Journal Title

Journal ISSN

Volume Title




The objective of this study was to assess the principal's leadership effectiveness in implementing school improvement programs in secondary schools of the Wolaita zone. In this study descriptive survey design was used with quantitative and qualitative methods. Among the 60 public secondary schools found in the wolaita zone .10 was taken as a sample by using random sampling techniques. The sample teachers 175 (50%) were selected by using simple random sampling techniques. Additionally, 30 public secondary schools head and vice principals, supervisors, 4 SIP directorates were selected by available sampling techniques. Finally, 10 student representatives, 10 Kebele Education and Training Board (KETB) representatives, and PTA representatives were included by using purposive sampling techniques. The instruments of data collection were questionnaires, interviews, focus group discussion, and document analysis. The data were analyzed by using mean, average mean and standard deviation. The data gathered through open-ended questions, interviews, and document analyses were analyzed qualitatively through narration. The findings of the study indicated low performance of secondary school principals in implementing school improvement programs. Regarding leadership roles used by school principals implementing SIP; the class observation to support teachers and make agreement with the teachers and the department heads the result indicated the secondary school principals were not effective, as the finding of study revealed the principals monitoring students for leadership effectiveness is ineffective. Regarding the relationship between leadership roles and principals effectiveness in implementing SIP; relationship between the secondary school principals leadership effectiveness and with provision of instructional materials, curriculum monitoring, creating conducive environment, observe classroom practice, and improvement of stakeholders participation Pearson’s r parametric test correlation revealed that there is a significant and positive relationship between principals effectiveness and students performance. Regarding challenges teachers are not attending lesson plans, lack of budget, lack of stakeholders participation, inadequate numbers of trained human resource, students indiscipline, limitation of textbooks, inadequate science laboratories, work load, lack of parents commitment in school were some of the challenges of secondary school principals in implementing school improvement programs. In general, as the finding of the study revealed secondary school principals leadership effectiveness in implementing SIP of the study areas were ineffective. Therefore, it is recommended that,to improve instructional material problem, the principals and oher stakeholders were developing projects to fillfull teaching materials. To solve inadequate human resource, REO & ZED should employ available trained teachers and principals. Woreda Education Offices making cooperation with the school principals need to improve community involvement. Finally, the school principals and supervisors are advised to mobilize communities and other stakeholders to improve SIP.