School Leadersroles In Creating Aconducive School Environment For Learning In Secondery Schools Of North Shoa Zone

The purpose of this study was to analyze school leaders’ efforts in creating conducive schoolrnenvironment for learning in secondary schools of North Shoa Zone. To achieve this purpose, thernembedded research design with quantitative and qualitative approaches was employed.rnInterview, questionnaire, document analysis and observation checklist were used as instrumentrnof data collection. Data were collected from 10 government secondary schools. A total of 107rnteachers, 73 SIC members, 10 PTA head and 5 secondary school supervisors were used for thernstudy. The data were analyzed by frequency, percentage, mean scores, and narrativerndescription.The study indicates most of the respondents were experienced enough and hadrnawareness about their school nature and culture. The study found that most school leaders werernnot qualified with leadership profession. According to this study, secondary school environmentrnwas moderately conducive for learning regarding to school facilities and students empowerment.rnHowever, the extent to which students were supported in schools was underway in secondaryrnschools. In terms of school facilities, there were inadequate facilities like standard laboratoriesrnand libraries, lack of access and use of technologies like internet and adequate computers andrnseparate latrines. Regarding to empowerment of students, opportunity for gender equality ofrnstudents to participate in school leadership was under way. Provisions of supports for studentsrnwere problematic in secondary schools. In this case, students with special needs were ignoredrnwhich needs nearby support. Regarding to school facility and students support, low role werernemployed by school leaders in creating conducive learning school environment that address thernphysical and mental health needs of all students and staff. They employed moderate rolernregarding to empowering students. Low leadership competency, technical skill and experience ofrnschool leaders were among the factors highly affecting school leaders to create conducivernlearning school environment. Based on the findings, some recommendations were suggested.rnFirst, School leaders should use their understanding of SIP to enhance conducive schoolrnenvironment for learning. Second, MoE and REB should provide training for school leaders inrnprofessional development activities and bring competent and trained personnel to the leadershiprnposition

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