Abstract:
The objective of this study is to investigate the school leader’s commitment in executing their
leadership roles in secondary schools of Guji Zone. In this study descriptive survey design was
used with mixed research methods. Among the 30 government secondary schools found in the
Zone, 10 (33.3%) secondary schools were taken as sample by using systematic sampling
technique. The sample consisted of 10 principals, 10 secondary school supervisors, 40
department heads, 10 students council, 10 vice principals, 10 PTA chairman, 20 unit leaders
and 10 SBC were selected by available sampling technique while 30 experienced teachers
selected by simple random technique. The data collection instruments were questionnaires and
interview. The gathered data were analyzed by using frequency count, mean and standard
deviation. Research finding shown that, most leadership position (73.8%) in secondary schools
were dominated by male teachers while few numbers of female teachers (16.2%) possessed in
leading position The findings of the study indicated school leaders had low attitude towards their
roles in secondary school. In addition to this school leaders commitment on executing their
leadership roles were very low. As finding of study revealed that, there are multiple factors that
affecting school leaders commitment such as, job dissatisfaction, absence of work experience,
absence of sufficient resources in school, lack of understanding local culture and inflexibility of
school policy were factors that highly affecting school leaders commitment. The remedial
strategies recommended for these factors were providing different incentives for school leaders
and teachers, relocating, allocating enough budgets to school, promoting the model, developing
experience sharing and creating awareness on local culture. As a result of low commitment of
school leaders, high teacher’s turnover, abusing power, spread of disagreement among school
society, improper use of school resources, student low academic achievement and students’
misbehavior highly occurred in secondary schools. MoE and lower level education officials
should utilize different strategies to improve school leaders’ commitment such as providing
different incentives, work promotion, motivating the model leaders and teachers and allocating
sufficient budget to fulfill school facility on executing their leadership roles. In addition, Woreda
and Zonal Education Offices in collaboration with REB should timely supervise and support the
school leaders.
