CONTRIBUTION OF SCHOOL LEADERS IN ENHANCING TEACHERS' PROFESSIONALISM IN SECONDARY SCHOOLS OF ARSI ZONE

Abstract

The purpose of the study was to examine contribution of school leaders' in enhancing teachers' professionali sm in secondary schools of Arsi zone. The study employed descriptive survey design whereby quantitative and qualitative research approach was the major method of data collection and analysis. The study was conducted in eleven randomly selected secondary schools from Arsi zone. It involved two hundred nineteen (N=219) participants namely: 30 school principals, 9 CRC supervisors 44 department heads and 15 PTSA, woreda teachers association and student council representative were taken by availability sampling, where as 121 teachers were selected by using stratified random sampling as a sources of data. Questionnaire and focus group discussion were used to collect data for the study. Questionnaires were developed for school leaders and teachers. Focus group discussion was conducted with PTSA, woreda teachers association and student council representative. Frequency, percentage, average mean, mean and t-test were employed to analyze the data. The qualitative data obtained through focus group discussion was narrated in word. The findings of this study revealed that contribution of school leaders' in enhancing teachers' professionalism in secondary schools of Arsi zone was insignificant. The majority of respondents, replied that as the school lead ers were not fully capable of guiding and leading teachers', lack the necessary profile for the post, the way of assigning principals eroded the healthy relationship and collaboration among the staff at school, not committ ed to change and continuous improvement, poor skills and knowledge on leadership matters. Therefore, it ca n be concluded that the practices of major contributions of school leaders to enhance teacher's professionalis m were not satisfactory. Effective and efficient practice in the contribution of teacher's professionalism is very important. Therefore, to practice effective contribution of teachers' professionalism, it is recommended that Woredas Education offices and CRC Supervisors besides, selection and assignment of principals should think over qualification, experience and should based on their current performance, should be made on competitive bases and immediate impact assessment, Providing the necessary educational finance and school facilities, monitoring, evaluation and supporting to teachers' professionalism should be done continuously an d timely by stakeholders and school leaders should work to build and maintain a trusting environment in whi ch teachers feel comfortable and supported to improve their profession at school