Leadership For School Improvement Analysis Of Practices And Problems In West Arsi Zone

The purpose of this study was to assess practices and problems of leadership towards schoolrnimprovement in West Arsi Zone. To this end, basic questions were raised regarding leadershiprnpractices; problems (factors) affecting leadership practices and to what extent do the studentrnoutcomes provide evidence for the schools leadership practices in attaining its goals forrnimprovement. The study employed descriptive survey design. Out of 32 government schools in thernzone, 8 secondary schools were selected from seven different districts and one administrativerntown by purposive sampling technique. students and teachers were selected randomly asrnprincipals, vice principals, department heads, student councils, school management committees,rnworeda education officials, Parent Teachers Association committees, and Kebele Education andrnTraining Board committees members were selected by availability sampling technique. To thisrnend, 8 principals,17 vice principals,8 department heads,107 teachers and 799 grade tenrnstudents,8 student councils,8 schools’ school management committees, 8 woreda educationrnofficials, 8 Parent Teachers Association committees, and 8 Kebele Education and Training Boardrncommittees members were the sample subjects of the study. Before data collection, andrnconsistency of the questionnaire was checked by doing appropriate checking and pilot study wasrnconducted. Data for the study were collected through questionnaires, interviews, focus grouprndiscussion and document analysis. The data were analyzed using frequency, percentage, mean,rnlikert scale was used to analyze the responses of respondents. The findings of the study revealedrnthat principals’ leadership practices were moderate in teaching-learning, school managementrnand community participation but good in creating healthy school environment. The moderaternresults of the practices of principals show improvement in the practices of school leaders is veryrnimportant to maximize their effort. Moreover, different problems were identified from datarnqualitatively interpreted as school environment, leaders own personal characteristics, localrncommunity associated, and government side problems. Most of these problems of leadershiprnpractices arisen from community participation gap, principals’ lack of capacity to run thernschools, and resource shortage. Therefore school principals should be trained and empowered inrnleadership and special attention should be given to community participation, awareness creationrnand empowerment

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