TEACHERS INVOLVEMENT IN EDUCATIONAL LEADERSHIP PRACTICE IN SECONDARY SCHOOLS OF DERA WOREDA, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The purpose of this study was to find out teachers’ involvement in educational leadership in four secondary schools of North Shoa Zone. Descriptive survey design was used in this study. The study participants comprised 8 Woreda Education Office officials and 84 Teachers who were selected using simple random sampling techniques and 4 principals who were selected by available sampling and 3 supervisors by purposive sampling. The data were collected using questionnaire, document analysis and interview. Both quantitative and qualitative data analysis were employed in order to reach at results. The quantitative data were analyzed using percentage, mean, frequency and t- test. The qualitative data were narrated with the information obtained through open ended questionnaire, document analysis and interview. The finding indicates that the extent to which educational indicator and most of the targets set to attain educational access, quality and efficiency were not successful. Finally, the finding also indicated in ability of achieving significant teacher’s involvement in educational leadership due to Socio-cultural factors, Family and Home Responsibility factors, Institutional factors, organizational and personal factors. The study recommends that leader should sensitize in the implementation of plan in teachers’ involvement in educational leadership. Government should also facilitate different non governmental organization and investor to ensure funds to be disbursed to each Woreda. Zonal education office, Oromia Education Bureau and other stakeholders must be encouraged to work together to increase awareness to develop participatory planning and giving special attention to Woreda education office expert to capacitate their potential through in-service training.