FACTORS AFFECTING TRANSFORMATIONAL LEADERSHIP PRACTICE IN PUBLIC SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA NATIONAL REGIONAL STATE, ETHIOPIA

Abstract

The purpose of this study was to assess the factors affecting transformational leadership practice in public secondary schools in the East Hararghe Zone, Oromia National Regional State. To conduct this study, descriptive survey research design and a quantitative method were employed. A total of 208 participants (181 teachers, 5 principals, 12 vice principals, 5 head supervisors, and 5 Parent Teachers-Student Association heads) participated in the study. Leaders (principals, vice principals, heads of supervisors, and heads of the Parent Teachers-Student Association) were selected by using the census technique, while teachers were selected by simple random sampling, respectively. Quantitative data were collected through closed-ended questionnaires and structured interviews from respondents (both leaders and teachers). Accordingly, the following results were obtained: Most of the sampled school leaders were not specialized in educational planning and management, which the requirements criteria and standards of the Ministry of Education. Transformational leadership is rarely or not at all practiced in schools. Vision, mission, and goals were not developed in collaboration with stakeholders. Teachers and leaders lack the necessary knowledge and skills in recent transformational leaders. Regarding the major factors affecting Transformational leadership practice, it was negatively affected by individually 3.5 (35%), organizationally 3.4 (34%), and psychologically 3.1 (31%), respectively. Transformational leader practice prepares and develops a common vision, mission, and goals for school with stakeholders, creates opportunities for professional discussions among teachers, and creates a comfortable environment for students and staff, so that most of the time transformational activities rather than administrative matters are the strategies to improve the implementation of transformational leader practice in the study areas. Based on these findings, East Hararghe Zone leaders and teachers should have to focus on transformational leadership development, inspiring, motivating, empowering, and vision communication, enhancing individual and organizational performance in ways that staff build trust towards them.