EFFECTIVENESS OF PRINCIPAL LEADERSHIP PRACTICES IN SELECTED SECONDARY SCHOOLS OF FAFAN ZONE, SOMALI REGIONAL STATE

Abstract

The main purpose of this study was to assess the effectiveness of principal leadership practices in secondary schools of Fafan Zone. In this study descriptive survey design was used with both quantitative and qualitative methods. Seven (7) secondary schools were selected as a sample using cluster sampling technique from the 25 secondary schools in Fafan zone. From a population of 380 full-time teachers a sample of 191 teachers was selected using simple random sampling techniques. Additionally, 7 principals and 7 vice principals were selected by available sampling techniques, while 7 PTA heads were also included as a sample using purposive sampling techniques. Questionnaires, semi structured interview, observation and document analysis were used as the instruments for data collection. The data from the questionnaires were analyzed using frequency, percentages, mean and standard deviation. The data collected through interviews, observation and document analysis were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated low performance of secondary school principals of Fafan Zone in implementing ‘modeling the way’ such as, building consensus around a common set of values for running their schools. They also had low performance in ‘inspiring a shared vision’ as well as in ‘enabling other to act’. However, as the finding of the study revealed, secondary school principals of Fafan Zone performed ‘challenging the process’ and ‘encouraging the heart’ at an average level. Regarding the major areas that need to be improved, the finding of the study revealed that the school infrastructural facilities, basic amenities (classrooms, laboratories, libraries, etc.), necessary materials (laboratory chemical and equipments, reference books, etc) were either absent, or in shortage or in poor conditions. In all the sampled secondary schools, student educational guidance and counseling service was missing, and the schools were not ready to support students with special needs as a surrogate parent in mobilizing both the home and the community at large. Thus, the conclusions of the study were: the principals of the secondary schools in Fafan Zone were neither setting personal example of what they expect of others, nor they were even clear about their philosophy of leadership. Moreover, the principals were not` able to establish and communicate a school wide shared vision for improving academic performance of all students and did not bother much in finding ways to secure and support the professional development of their teaching staff. They were also far removed from experimenting, taking risk, learning from mistakes and encouraging their staff to take calculated risk, to challenge status quo and innovate their schooling system. Therefore, it is recommended that the Somali Regional Education Bureau (SREB) should secure and provide professional leadership development training for the secondary school principals in order to equip them with the skills and knowledge they would need to run their schools more professionally. Ministry of Education (MoE), SREB and Woreda Education Offices (WEO) should gear all their efforts to make student educational guidance and counseling services realizable in all secondary schools. Finally, MoE, SREB and WEO in collaboration with other stakeholders must emphasize and disseminate the achievability of the school’s role as a surrogate parent in mobilizing both the home and the community at large to support the students with special needs.