Abstract:
The main purpose of this study was to assess the School Leadership Roles on Teacher’s
Performance in Haramaya Woreda, East Hararghe zone; Oromia, Ethiopia. In order to meet the
objectives of the study, a descriptive survey design was employed to 10primary schools in the
sampled areas which were taken using purposive sampling technique was employed. The study
was carried out on 169 total populations of 115 teachers, 20 Principal, 4 supervisors, 20 School
Committee and 10 Supportive staff using stratified and Available sampling technique for this
study respectively. Questionnaires and interview used for collecting data. Documents were also
analyzed to supplement the data. Both quantitative and qualitative data analysis were employed
in order to reach at results. The data obtained through the questionnaires analyzed using
frequency, percentages, mean, standard deviations, used to make the analysis clear. The
information obtained through open-ended questions and the interviews were qualitatively
analyzed to supplement the quantitative data. The finding indicated that teachers ‘Performance
was low. The finding indicated that majority of respondents felt that there were many Situational
factors such as the existing education policy was well accepted by the school community,
allocation of resources and, absence of political influence, teacher's encouragement to participate
in all activities, issues such as accountability and good leadership remain prominent. To
conclude, the study’s leader’s role on teacher performance improvement was not satisfactory.
Therefore, it would be recommended that EHZ education office in should needs collaboration
with and within Woreda education office made a support in terms of, provide trainings in the
area, creating positive relationship among teachers and school leaders’ in Haramaya Woreda,
East Hararghe zone, Oromia regional state
