A Study On School Leadership Practices In Improving Teaching- Learning In The Secondary And Preparatory Schools In Cheha Woreda Of Gurage Zone

The objective of this study was to investigate In this study descriptive survey design was usedrnwith both quantitative and qualitative methods. Among the 8 government secondary andrnpreparatory schools found in the School leadership practices in improving Teaching-Learning inrnthe Secondary and preparatory schools in cheha woreda of Gurage Zone Woreda, 6 was takenrnas a sample by using random sampling technique. All the teachers (121) who were teaching inrnthe sample schools were selected by using available sampling techniques. Additionally, 2rnsecondary and preparatory school supervisors and 6 school principals were selected byrnavailable sampling techniques. The instruments of data collection were questionnaires, semirnstructured interview and FGD. The data were analyzed by using frequency and percentages. Therndata gathered through open –ended questions, interviews and FGD were analyzed qualitativelyrnthrough narration for the purpose of triangulation. The findings of the study indicated lowrnperformance of secondary and preparatory school leaders in improving quality teachingrnlearning in relation to school improvement program domain such as, school leadership andrncommunity participation. As the finding of the study revealed the domains, secondary andrnpreparatory school leaders of Gurage Zone Cheha woreda did at an average level werern‘teaching and learning’ and ‘safe and healthy school environment’. Thus, secondary andrnpreparatory school leaders were not adequately preparing themselves and other responsiblernstakeholders with important financial and material resources before implementation of SIP.rnThese problems in turn affected the improvement of quality teaching learning in the secondaryrnand preparatory schools of the zone. Regarding challenges, inadequate financial resources,rninadequate man power in the schools, insufficient and inconsistent communication amongrnleaders and the staff, low level of commitment of school leaders, low support from parents andrncommunity, lack of technical skills in school improvement program preparation, scarcity ofrnframeworks and guidelines of SIP in schools were some of the challenges of secondary andrnpreparatory school leaders in implementing SIP. In general, as the finding of the study revealedrnsecondary and preparatory school leaders of Gurage zone Cheha woreda were not effective inrnimplementing some domains of school improvement program for quality teaching learning.rnTherefore, it is recommended that Woreda education Offices in collaboration with ZonernEducation Offices and Regional Education Bureau should give sustainable technical assistancernincluding training for school leaders. Woreda education offices in collaboration with schoolrnleaders need to enhance community participation. Finally, the REB is advised to promote andrnsustain the upgrading training system of secondary and preparatory school leaders to incapacitaternthem with adequate technical and administrative skills.

Get Full Work

Report copyright infringement or plagiarism