Abstract:
The objective of this study was to assess the school leaders’ effectiveness in implementing school
improvement programs in secondary schools of West Hararghe Zone. In this study, descriptive
survey research design was used with both quantitative and qualitative methods. Among the
47government secondary schools found in the Zone, 11 (23%) was taken as a sample by using
stratified sampling technique. The 189 (58%) of secondary school teachers were selected by using
stratified sampling techniques. Additionally, 11 secondary school external supervisors, 11 school
principals and 11vice-principals were selected by availability sampling techniques. Finally,11Parent
teacher associations’ representatives, 11 woreda education officers, 22 unit leaders, 11 school
improvement program committees were included by using purposive sampling techniques. The
instruments of data collection were questionnaires, semi structured interview, observation and
document analysis. The data were analyzed by using descriptive statistical tools like frequency,
percentages, mean and standard deviation and inferential statistical tools called step wise multiple
regression. The data gathered through open –ended questions, interviews, observation and document
analysis 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. They also had low performance in the preparation stage of school
improvement program. The secondary school leaders of the study area were not adequately
preparing themselves and other responsible stakeholders with important financial and material
resources before implementation of it and these problems in turn affected the implementation of
school improvement program 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 were some of the challenges of secondary school leaders in
implementing school improvement program. In general, as the finding of the study revealed
secondary school leaders of West Hararghe 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 Offices 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 Regional Education
Bureau is advised to promote and sustain the upgrading training system of secondary school leaders
to capacitate them with adequate technical and administrative skills.
