Ayalew Shibeshi( Ass. Prof,)Haile Getaneh2026-02-062026-02-062025-06https://etd.aau.edu.et/handle/123456789/7640This study sought to explore and contextualize the practices and challenges associated with the preparation and development of principals in government secondary schools within the Oromia NRS of Ethiopia. To this end, the study adopted a pragmatic paradigm in knowledge creation and employed a parallel mixed research deign where quantitative and qualitative data were collected simultaneously. A combination of cluster-sampling, simple random sampling, purposive sampling, and availability sampling techniques were employed to select sample zones, secondary schools, and target respondents. Data were gathered through semi-structured interviews and question- naires from key stakeholders, including representatives from the MoE and OEB, WEO, HoDs of principal preparation universities, and secondary school principals across West Harargea, Arsi, West Shoa, and Sheger City Administration in the Oromia NRS. Besides, relevant national and regional policy documents were analyzed as secondary data sources. Data were analyzed using descriptive statistics and thematic analysis methods. The study's major findings revealed that a significant majority (68.8%) of public secondary school principals in the Oromia NRS were assigned to principalship positions without any form of leadership preparation and, hence, found to be under-qualified to lead at this particular level. Exacerbating the problem, a considerable number of them had no appreciable experience in school principalship. The finding also unveiled that principal selection was based on unwritten, non-merit criteria (where acquaintance and political loyalty dominated over merit). The study further indicated that professional development practices for the incumbent principals were scarce, mostly consisting of self-initiated activities such as unstructured daily experiences and independent reading of guidelines. Education office-led initiatives were also sporadic and unsys- tematic, focusing mainly on experience sharing at the CRCs, intermittent school visits by supervi- sors, and occasional meetings at the Woreda level. The study concluded that the preparation and development of secondary school principals in the Oromia NRS were inconsistent and insufficient, largely driven by self-initiated efforts. The selec- tion and assignment of principals were heavily influenced by loyalty over merit. Despite the Fed- eral MoE's initiatives to establish policies aimed at professionalizing educational leadership, a significant gap remains between these policies and their practical implementations, implying that the intended initiatives have not been effectively carried out in practice. Finally, among the major recommendations provided are that Education authorities in Oromia NRS need to develop and implement transparent, merit-based criteria for the selection so as to bring eligible professional principals for secondary schools. The provision of continuous and appropriate university-based in-service professional training for all under-qualified incumbent and aspiring principals deserves serious consideration. Besides, it is imperative to enhance pro- fessional development opportunities for incumbent principals by creating systematic and sus- tained professional development programs that go beyond self-initiated activities. Collaborating with University EdPM departments to deploy peripatetic professors as mentors in clusters of nearby secondary schools will enhance leadership skills and knowledge. Educational planners should ensure that policies are not only developed but also actively enforced, monitored and evaluated to bridge the gap between policy intentions and actual practices. Hence, regular moni- toring and evaluation of principal selection, preparation and development practices need to be instituted by OEB to ensure adherence to national policies. Key words: leadership, leadership development, leadership preparation, principals’ selection, policy, secondary school principals.enleadershipleadership developmentleadership preparationprincipals’ selectionpolicysecondary school principals.Thesis