TEACHERS’ PERCEPTION OF SCHOOL LEADERSHIP EFFECTIVENESS IN SECONDARY AND PREPARATORY SCHOOLS OF GURAGE ZONE

Abstract

The purpose of this study was to investigate the teachers’ perception of school leaders’ leadership effectiveness in secondary schools of GurageZone. Basic questions were raised regarding the school leaders’ leadership effectiveness, the teachers’ perception, and factors affecting the schools leaders’ leadership effectiveness. The study employed the descriptive survey design under which both mixed research methods were used. Outof 20 secondary and preparatory schools, 6 (30%) secondaryand preparatoryschools were selected through simple random sampling technique.. Outof 360 teachers 108 (30%) of teachers andout of 30 principals,30 (100%) principals were included in the study by using simple random sampling and available sampling techniques respectively. Data for thestudy were collected through questionnaire, Interview, and focus group discussions. Accordingly, data was collected on the independent variable, which was leadership effectiveness , and that of the dependent variable, the teachers’perception. The relationship between the two variables was identified in order to determine the strength of their relationship and the coefficients of determination existing between them have been identified. The data collected were analyzed by SPSS to compute mean value, standard deviations and the t-test. The findings of this study revealed that the leadership effectiveness was the most commonly among principals of secondary schools in the zone and had a positive influence on teachers’ perception. Thus, leadership effectivenesshad great positive influence on teachers’ perception, students’ academic achievement and school performance. On the other hand, school leaders’ effectiveness to discharge their duty to lead teachers and uphold responsibility to perform school activities in order to achieve the intended school goals was minimal in the school improvement program. Especially school leaders’ lack of skill in redefining their responsibilities and distributing school leadership tasks among teachers, woreda and zonal education office low provision of stable expertise support for school leaders were prominent factors. Moreover, school leaders in collaboration with stakeholders should provide motivators such as praises, consultations, encouragements or active support,trust and respect by acknowledging particular effort in order to raise positive perception of teachers and school improvement as well. The findings of this study give recommendations for better stand to: the REB, WEO, ZED in collaboration with MoE, are advised to organize professional trainings, seminars and workshops for school leaders on how to use the leadership effectiveness effectively in their schools- based principles