THE ROLE OF LEADERSHIP IN MINIMIZING EDUCATIONAL WASTAGE IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE

Abstract

The main purpose of this study was to examine The Role of Leadership in Minimizing Educational Wastage in some selected Secondary Schools of East Hararghe Zone. Three basic questions were formulated, What are the roles of leadership in minimizing educational wastage in Secondary schools of East Hararghe Zone, and What the major factors affecting the role of leadership in minimizing educational wastage in secondary schools of Eastern Hararge zone. To what extent do educational leaders minimize educational wastage in the secondary school of the Eastern Hararghe Zone. To conduct this study, the descriptive survey design was employed. Seven woredas were selected through a stratified random sampling technique based on their geographical area. Among the 58 governmental secondary schools found in the zone, seven of them were selected through simple random sampling techniques as sample schools. From these sample schools, seven woredas education heads, seven principals, and seven supervisors using availability sampling technique ,28 education experts, 21 student councils, and 35 department heads were included as respondents using proportionality and availability sampling techniques. A questionnaire was used as the main tool of data collection. Interviews and focus group discussions were used to substantiate the data gathered through questionnaires. The quantitative data were analyzed using percentages. The qualitative data were narrated and triangulated with the information obtained through questionnaires and interviews. The finding indicates that the role of leadership in minimizing educational wastage, and in creating a conducive school environment for the teaching and learning process was found low. Finally, the analysis of data indicated the inability of achieving significant improvement in students’ results due to the low practice of leadership for the school improvement program. Inefficient use of educational resources, dropouts, repeaters, premature and withdrawals of students and poor leadership skills and lack of trained leadership, were the main challenges that faced the role of leadership for school improvement programs. The zonal education office, OEB, and other stakeholders must be encouraged to work together to increase awareness. School leaders should be developing the participatory plan and leading method by empowering the school community and giving special attention to school leaders to capacitate their leadership potential through capacity building through in-service and short-term training, which are major issues that are recommended by the researcher.