Principal‘S Leadership Effectiveness in Implementing School Improvement Program in Public Secondary Schools of Wolaita Zone
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Date
2021-09
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Publisher
AAU
Abstract
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.