PRACTICES AND CHALLENGES OF SCHOOL LEADERSHIP STYLES IN PRIVATE SECONDARY SCHOOLS OF JIGJIGA CITY, SOMALI REGIONAL STATE

Abstract

This study aimed to assess the practices and challenges of leadership styles in private secondary schools located in Jigjiga, Somali Regional State. Employing a descriptive survey xiii design, the research utilized both quantitative and qualitative approaches. A sample of 73 participants was drawn from a population of 163, which included 60 teachers, 4 principals, 3 supervisors, and 6 education office experts. The sampling techniques used were purposive, availability, and simple random sampling. Data collection involved questionnaires and interviews, with quantitative data from closed-ended questionnaires analyzed using percentages and mean scores, while qualitative data from interviews and open-ended questions were narrated descriptively. The findings revealed that the predominant leadership styles in private secondary schools were autocratic, democratic, and laissez-faire. However, teachers expressed a preference for democratic and transformational leadership styles. Significant challenges faced by principals in their leadership practices included a lack of continuous training in school leadership, insufficient motivation for school principals, financial and socio-cultural issues, teacher resistance, and work overload, all of which contribute to high turnover rates among principals. To address these challenges, several recommendations were proposed, including the establishment of ongoing training programs for school principals, pre implementation orientation for teachers regarding leadership styles, increasing principal salaries to enhance motivation, improving school financing, and fostering strong relationships with parents and other stakeholders.