PRACTICES AND CHALLENGES OF DISTRIBUTIVE LEADERSHIP IN PUBLIC SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE

Abstract

The main purpose of this study was to examine Practices and Challenges of Distributive Leadership in Public Secondary Schools of East Hararghe Zone, Oromia Regional State. To conduct this study, descriptive survey research design was employed. A total of 155 respondents (120 teachers, 6 principals, 6 vice principals, 12 unit leaders, 5 supervisors and 6 PTSA heads) was included in the study. The principals, vice-principals, unit leaders, supervisors and PTSA heads were selected using availability sampling while the teachers respondents were selected using stratified random sampling technique. The data were gathered through questionnaire and interview. Data gathered through questionnaire were analyzed using percentage, frequency, mean, weighted mean, standard deviation and stepwise regression. Data obtained through interview and open-ended questionnaire were analyzed qualitatively. Findings from the data analysis revealed that teacher’s participation, roles and involvement in decision-making in distributive leadership practices was low. The study showed that, respondents were disagreed regarding the issue school leaders and teachers are familiar with their colleagues for taking leadership role and have concepts about distributive leadership under study area. Unwillingness to work in a team, lack of smooth communication, lack of trust among school stakeholders and reluctance of teachers to delegate were some of the major challenges that deterred distributive leadership practices under study area. In addition, the study showed that sharing of responsibility, creating favorable condition and facilitating smooth communication amongst school leaders and teachers were some of the possible strategies for the challenges in practicing distributive leadership. On the basis of these major findings and conclusion, the following recommendations were made. ZEO, in collaboration with WEO, should provide short and long term training regarding leadership practices to schools leaders in the form of workshops and seminars. School leaders should work more on empower, capacitate and create opportunity for all teachers, so that teachers will be fully involved in leadership practices.