SCHOOL LEADERS COMMITMENT IN EXECUTING LEADERSHIP ROLES IN GOVERNMENT SECONDARY SCHOOLS OF GUJI ZONE, OROMIA NATIONAL REGIONAL STATE

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.