Abstract:
The purpose of this study was to assess the effectiveness of school leadership in implementing
school improvement programs in secondary schools of West Zone. In this study descriptive
survey design was used with both quantitative and qualitative methods of data analysis. In
this Zone there are 15 woredas; among these 6 were selected using simple random sampling
techniques. For this study total populations size and total sample size were 250 and 219
respondents respectively. Of the total sample size of the four groups were involving 98
teachers, 85school leaders, 6 supervisors and 30 School improvement committee members as
sources of information from the six selected secondary schools. The sampling techniques
employed were stratified random sampling for teachers; available sampling techniques for
school leaders, supervisors and School improvement committee members. The collected data
through closed questions were analyzed using descriptive statistical tools as frequency
percentages, mean, weighted mean and the inferential statistics t-test was employed to
analyze the data obtained. The data gathered through open- ended questions, interviews and
focus group discussion were analyzed qualitatively through narration for the purpose of
triangulation. The findings of the study indicated that, it was found that school leaders had
low performance in the preparation stage of School improvement program, secondary schools
leadership were effective in realizing two domains but with different extent among the
elements of these two domains were insufficient; regarding the problem; school leaders are
not educationally qualified in the related field of specialization with leadership; inadequate
block grant budget allocation by Woreda education offices for secondary schools, lack of
some learning facilities laboratory and ICT center were the major challenges that affect the
school leader's effectiveness in implementing School improvement program; The conclusions
of the study were: leads to unsuccessful of the SIP implementation plan; in turn may have a
negative impact on the implementation of School improvement program; this factors lack of
technical skills of leaders can affect the implementation of School improvement program and
in turn the teaching learning process and students’ academic achievement. I was
recommended that School and Wored education Offices in collaboration with Zone Education
Offices should give sustainable technical assistance including training for school leadership.
Woreda education offices in collaboration with school leadership should to enhance
community participation. Finally, the Regional Education Bureau should promote and
sustains the upgrading training system of secondary school leaders to capacitate them with
adequate technical and administrative skills. In addition, supervisors, Woreda and Zone
Education Offices and other top management bodies are also responsible and have to give
sustainable training to fill the skill gaps of school leaders and to have close fallow up with
school leaders in order to help and capacitate them