Abstract:
The purpose of this study was to assess The Implementation of School Leadership Development in Government Secondary Schools of Bale Zone, Oromia Regional State, Ethiopia, To achieve this purpose, pragmatism as a philosophical paradigm was used. Mixed research Approach with discriptive survey research design specifically convergent parallel design in focus was used. Both probability and non-probability sampling techniques were used to select participants from various groups. To this effect, a sample size of 368 participants (teachers, n=308; school leaders,n=38; Woreda Education office experts n=18) and Zone Education office experts n=4) took part in this study. Teachers, school leaders, Woredas and Zone education office experts were selected using simple random, available and purposive sampling techniques respectively. Questionnaire, Interview guides and document analysis were employed to gather data. Descriptive staistics (weighted mean, and standard deviation) and inferential staistics (one sample t-test, chi-square and Binary logistic regression model ) were used to analyze and present numerical data. Qualitative data were analyzed through narrative description and direct quotations of the opinions of the participants. The findings revealed that Education office leadership and teachers’ development experts from Woredas and Zone Education office representatives were involved in the school leadership development process,however, the selection, recruitment and assign of school leaders after and before development process have drawbacks like dominated by political affiliation and intimacy. The study also indicated that majority of school leaders became school leaders without passing through the necessary school leadership development process and qualification procedures. The following recommendations have been forwarded. Woreda Education office have to select, recruit and assign school leaders in leadership positions based on the standard of merits and leadership qualification. School leaders should be encouraged to take personal responsibility and initiative in developing themselves for school leadership postions. Ministry of Education ought to developing different strategies for school leaders to make the profession more attractive to future applicants
