THE ROLE OF SCHOOL LEADERS IN THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN GENERAL SECONDARY SCHOOLS OF KELLEM WOLLOGA ZONE, WESTERN ETHIOPIA

Abstract

The main purpose of the study was to investigate the Role of School Leaders in the Implantation of Continuous Assessment in Government Secondary Schools of Kellem Wollega Zone of Oromia Regional State. For this study, descriptive survey was selected which shows the current activities of role of school leaders in the implementation of Continuous Assessment. Teachers, principals, vice principals, supervisor and students were the subject of the study. Both quantitative and qualitative data were gathered through questionnaire, interview and observation. From the total population, 61(86.8%), 12(100%) and 749(35%) of questionnaires for teachers, principals and supervisors, and students respectively filled out, returned and used for the analysis. In addition, 4 principals, 4 supervisors at selected secondary schools were interviewed. The collected data were analyzed in accordance with the type of data that is quantitative data were analyzed using frequencies, percentages, mean scores, Degree of freedom, standard deviation, T-value, and P- value while qualitative data were analyzed by narration. The finding of the study indicated that among the pertaining school leaders role for implementation of continuous assessments: Lack of basic knowledge and skills of how to manage and implement CA method, lack of training at University and on work place, absence of strategic plan at school to implement CA method, In adequate budget allocation for CA implementation, Lack of uniform guiding strategies on CA implementation and lack of regular supervision on the practice of CA by teachers. As conclusion, most of school leaders did not play their roles in the implementation of CA, for instance, school leaders did not perform major activities like, preparing CA implementation plan at school level, developing timetable, guiding and supervising teachers work, organizing subject meeting, providing appropriate materials, ensuring the assessment practice including all learning domains (cognitive, affective and psychomotor) and holding parents and representative meeting on CA implementation. As recommendation, school leaders should give special attention to student’s assessment providing necessary materials, allocation of budget and supervising the assessment practice in secondary schools, general continuous assessment guideline for each subject should be prepared for teachers, to make teachers professionally competent and to improve the practice of CA, should give priority to integrate CA method in teacher’s continuous professional development plan which is prepared at school level. School leaders should have responsible to follow up the way teachers assess CA and should have to participate in the implementation of CA effectively and efficiently.