Abstract:
The purpose of the study was to understand the role of school leadership in the implementation School Improvement Program in some woreda of Shabele zone. Descriptive survey design with both quantitative and qualitative research approach was employed. Among the 10 government secondary schools found in the Zone, 5(50%) was taken as a sample by using simple random sampling technique. The sample teachers 50(48%) were selected by using simple random sampling techniques. Additionally, 5 secondary school supervisors, 5 school principals and 5 PTA heads were selected by available sampling techniques. The instruments of data collection were questionnaires, semi structured interview and document analysis. The data were analyzed by using frequency and percentages. The data gathered through open –ended questions, interviews, and document analyses were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study indicated low performance of secondary school leaders in implementing school improvement program domain such as, school leadership and community participation. As the finding of the study revealed the domains, secondary school leaders of Shabele Zone did at an average level were ‘teaching and learning’ and ‘safe and healthy school environment’. Thus, secondary school leaders were not adequately preparing themselves and other responsible stakeholders with important financial and material resources before implementation of SIP and these problems in turn affected the implementation of SIP in the secondary schools of the zone. Regarding challenges, inadequate financial resources, inadequate man power in the schools, insufficient and inconsistent communication among leaders and the staff, low level of commitment of school leaders, low support from parents and community, lack of technical skills in school improvement program preparation, scarcity of frameworks and guidelines of SIP in schools were some of the challenges of secondary school leaders in implementing SIP. In general, as the finding of the study revealed secondary school leaders of Shabele zone were not effective in implementing some domains of school improvement program. Therefore, it is recommended that Woreda education Offices in collaboration with Zone Education Office and Regional Education Bureau should give sustainable technical assistance including training for school leaders. Woreda education offices in collaboration with school leaders need to enhance community participation. Finally, the REB is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills.
