CHAPTER ONE

INTRODUCTION

This chapter deals with background of the study, statement of the problem, objective of the
study, significance of the study, delimitations and, limitation of the study, definition of key terms
and how the research was organized.

1.1 Background of the study

Education is recognized as a key instrument for over all development of every nation. It is also a
means of change and development. In relation to this, Lockheed and Verspoor (1991, p. 50)
argue that “Education is a corner stone of Economic and Social development. It improves the
productive capacity of societies and their political, economic and scientific institutions.”
Therefore, quality education is the base for all rounded development of any nation who has a
dream of change. So improving schools in a well designed manner is the only alternative of
nations in a globalized world. It enables individuals and society to make all rounded participation
in the development process by acquiring knowledge, ability, skills and attitudes (MOE, 1994:1).
Schools play a central role in realizing these purposes of education, as they are the institutions
where the formal teaching and learning activity takes place. Hence, schools should carry out their
role that they are supposed to achieve their goals and fulfill the needs expected of them by the
society and individuals.

Schools are basically consisted of people: community, students, teachers and support staff and
administrators. Although all these people have their own objectives to attain by being in school,
the core task of schools is teaching and learning. Thus, the effectiveness and success of a school
is measured in terms of its success on the key business of teaching and learning and its effects on
students’ academic and overall achievement (Phillips, 2011). Educational researchers (Hollinger,
2009; Horng & Loeb, 2010; & Mendel, 2012) provide a long list of factors as important
determinants of the success of schools and that of students attending their education in schools.

Although the lists vary along with the writers, the principals’ leadership practice is commonly
raised by all as prominent factor. In their study of “How leaders Influence Students Learning”,
the authors (Leith wood, Louis, Anderson, & Wahlstrom, 2004), asserted that leadership was the
second most important school-based factor in children’s academic achievement.

Schools depend on leadership to shape their productive future (Senge et.al, 1999).When we say
leadership, one need to distinguish between the traditional and modern view of the term. The
traditional view of leadership emphasized on hierarchical and procedural notions and assumed
that leadership is the sole responsibility of school principals. And it was also advocated that the
major duties of principals were teachers’ evaluation, budgeting, scheduling and facility
maintaining (Noonan & Hellsten, 2013; Blase & Blase, 1999). Educational researches
undertaken later on confirmed that these roles of principals did not bring the type of results
expected from schools. This may be because these roles are more of managerial in their focus
and have little relation with the key tasks of schools i.e. teaching and learning (Goodwin, et al.,
2003; Noonan & Hellsten, 2013; Goddard & Miller, 2010). Thus, there was persistent demand
and interest from educators the roles of principals be further extended. Accordingly, instructional
leadership was added to be one of the major duties of principals in addition to the various
traditional responsibilities (Goodwin, et al., 2003; Hallinger, 2009; Korng & Loeb, 2010) The
term instructional leadership has been prevalent in educational leadership literature for the past
two to three decades (Goddard & Miller, 2010; Southworth, 2002). During this period
instructional leadership theorists have developed different frame works that guide the functions
of educational leaders as instructional leadership. Hallinger and Murphy (1987), for example,
developed a framework consisting of three elements: a) defining the school mission, b) managing
the instructional program, and c) creating a positive school climate. According to them, the
instructional leaders are required to frame school goals, communicate, supervise and coordinate
curriculum, monitor progress, and support the learning culture in order to make their schools
effective.

Although the practices of instructional leadership vary according to the country, the conceptual
frameworks developed by different leadership theorists can be implemented in different
countries with different rate. In Ethiopia, especially, after the downfall of the Derg regime,
education has been given due attention and direction with an education and training policy
declared during transitional government of Ethiopia (TGE, 1994). As clearly stated in the ETP
document (1994, p.29), educational management would be decentralized specially at institutional
level and schools become autonomous in their internal administration. This means that the role
of managing the schools and teaching and learning carried out in schools distributed to all
individuals involving in school activity, not limited only to principals. As result, different
measures were taken by the government and MoE in line with the policy. Among these measures
some include the education system was decentralized, different individuals were allowed to
involve in the education decision making affairs and leadership and managerial trainings were
provided to those on leadership positions and others. Still educational leadership and
management will be the focus of the system as indicated in the ESDP IV (2010, P.14).

According to Fullan (2001) the more complex society gets, the more difficult leadership
becomes. Thus, Lewis, Goodman and Find (1998) assert that school administrators are expected
to cope with a rapidly changing world of work to be effective at their schools. For this reason,
they require abilities such as being team - oriented, strong communicators, team players, problem
solvers, change - makers and transformational leaders. Hence, lack of skill and necessary training
is what affect the effectiveness of school principals in order to alleviate the school problems at
hand in day to day activity.

In order to make any organization a better performing place, administrators’ transformational

leadership behaviors become more important especially at schools; as they are the dynamics of
change for the society in which they operate. Yet it is a matter of question, how much of these
characteristics are demonstrated by principals during their daily practices (Fullan, 2001).

In this regard, this study proposed the intensity of practices and challenges of school leadership
behaviors that secondary school Principals demonstrate during their administrative practices on
daily basis.

With regard to Hawasa town administration, the city of SNNPR in which this study was
conducted, the practices showed that there were some attempts to involve the various
practitioners in leadership activity and practicing instructional leadership at the secondary
schools under the study. At regional level, as the information obtained from the regional
education bureau, many principals are sent to higher education to attend their leadership trainings
at in-service program. Special training was also provided to leaders and other stakeholders in
relation to instructional leadership in combination with MOE experts while introducing GEQIP
and its implementation.

The finding of this research may bring some light on the ways of principals' selection, training,
challenges and inform policy makers to design the training system of school leaders in the
secondary schools of Hawasa Town Administration Educational System.

1.2 Statement of the Problem

As the document of the Federal Democratic Republic of Ethiopia Ministry of Education, NASSP
(December, 2013, p.5) stated, each school principal expected to create a shared vision and clear
goals for their schools and ensure continuous progress toward achieving the goals, support the
implementation of high-quality standards based instruction that results in higher levels of
achievement for all students, provide opportunities for all members of the school community to
build their capacity and participate in important school decisions, allocate resources and manage
school operations in order to ensure a safe and productive learning environment, and engage
parents and community members in the educational process and create an environment where
community resources support student learning, achievement and well being.

The principal’s day is filled with activities of management – scheduling, reporting, and handling
relations with parents and community, dealing with multiple crisis and special situations that are
inevitable in schools (Fink and Resnick, 2001). Most principals spend relatively little time in
classrooms and even less analyzing instruction with teachers. They may arrange time for
teachers’ meetings and professional development, but they rarely provide intellectual leadership
for growth in teaching skills.

The role of principals as instructional leadership is still in the state of transition from
administrative emphasis to more instructional, democratic and participatory leadership (Marks
and Printy, 2003). The pressure of globalization and social expectation is inducing principals
take the lead in the instructional activities such as setting goals, leading academic programs,
examining and evaluating teachers’ performance.
School of developing countries including Ethiopia which manifest limited concern for
instructional leadership activities have been criticized for wastage of instructional time, when
teachers leave classes for various reasons and for minimum participation of parents in following
up students learning progress (Lockheed and Verspoor, 1991:45).

The quality of leadership in a school can have a remarkable effect on student achievement;
therefore, taken as a serious problem and given its considerable importance to a school success,
principals’ instructional leadership effectiveness as well as factors influencing it became a timely
area of interest for research.

In view of the fact stated above, this study therefore, attempted to investigate the practices and
challenges of school leadership in the Tabor secondary school of Hawasa Town, SNNPR based
on the following research questions.

1.3 Basic Research Questions

Accordingly, this research attempts to answer the following basic questions.

1) What are the factors that hinder the school principals to perform their tasks of managing
school activities?
2) What are the practices used to enhance school principals to be effective in school
leadership?
3) To what extent are the principals performing the roles of educational leadership
practices?
4) What are the challenges that hinder principals’ performance in the area of school
leadership role?

1.4 Objectives of the Study

1.4.1 The General Objective of the Study

The main objective of the study is to examine the practices and challenges of school leadership
in the Tabor secondary school of Hawasa Town, SNNPR.
1.4.2 The Specific Objectives of the Study

The specific objectives of the study were:

 To investigate the factors that hinders school principals from performing their
educational leadership role.
 To assess the practices used to enhance school principals to be effective in school
leadership.
 . To identify the challenges those hinder the school principals’ while leading schools.
 To assess the extent that the school leaders perform the educational leadership roles
 To suggest possible solutions for the existing challenges in the practice of school
leadership in the Tabor secondary school of Hawasa Town Administrations.

1.5 Significance of the Study

The study is concerned with the current practices and challenges of school leadership of Tabor
secondary school in Hawasa Town Administration. This study is expected to have the following
significances:

 The principals may get some ideas on how to practice their instructional leadership role.
 It will help educational leaders in the Tabor secondary school of the town to be better
aware of the practices and challenges of the school principals.
 It will help Tabor secondary school leaders of the town to improve and reflect on their
day-today practices
 Researcher may benefit from the study, in that it contributes additional information the
existing findings to serve as literature for related areas.

1.6 Delimitations of the Study

The study was delimited to the secondary schools in Hawasa Town Administration namely:
Tabor Secondary School. The researcher carried out investigation on this school because of the
closeness of the school with the researcher working place, so that some of the activities of the
leadership there in the school were inviting to carry out the research. Total numbers of school
principals are ---------, teachers -----------------, supervisor-------------------, and ------------non
staffs of the school were used to be sources of data to find out the relevant information.

1.7 Limitation of the Study

When one carries out a research it encounters certain limitations. The following limitations
encountered this study: financial constraints, time shortage from the side of interviewees – most
of the teachers, principals, supervisors, and non-teaching staffs may become busy undertaking
their daily teaching and office activities.

1.8. Ethical Consideration

The purpose of the study was made clear and understandable for all respondents. In the time of
conducting an investigation, the researcher should aware of the research ethics principles like
confidentiality, voluntary participation of subjects, and the right to withdraw and other necessary
ethics. With this regard, school leadership based research; the researcher should consider the
teachers, the supervisors and the principal’s willingness and the way how to respect their right.

1.9. Organization of the Study

This study will be organized in to five chapters. The first chapter deals with background of the
study, statement of the problem, objectives of the study, significance of the study, the limitation,
the delimitations and operational definition of terms. The second chapter presents review of
relevant literatures. Chapter three presents research design and methodology including the
sources of data, the study population, sample size and sampling technique, procedures of data
collection, data gathering tools and methodology of data analysis. The fourth chapter deals with
data presentation, analysis and interpretation. The final chapter concerned with the summary,
conclusions and recommendations of the study.

1.10. Operational definitions of key terms

The following terms are a refined contextually as used in the study.

Principal: The highest ranking administrator in schools who plays multiple roles: school
manager, instructional leader, and the leader of the school reform in developing and
implementing policies, programs, curriculum activities, and budgets in a manner that promotes
the development of students and staff members (Good, 1973).

Instructional leadership Refers to role behavior (or practices) of school principals in defining
the school goals, managing curriculum and Instruction, supervising instruction, monitoring
student progress and promoting school learning, monitoring student progress and evaluating
teachers (krug,1992,p.56).

Supervisor: A professional personnel responsible for the promotion, development, maintenance

and improvement of instruction (Good, 1973).

Secondary school: Educational institution that includes both general education courses (9 – 10)
and preparatory studies (11 –12) in Ethiopia (MoE, 1994).
Challenges: -difficulties to implement school improvement program

Educational officials:-are experts those found in the Woreda and Zone education office
responsible for leading managing educational activities.

Practice: The application of knowledge to effect change in teaching and learning process.

CHAPTER TWO

RESEARCH DESIGN AND METHODOLOGY

In this chapter the study deals with the research design and methodology including the sources of
data, the study population, sample size and sampling technique, procedures of data collection,
data gathering tools and methodology of data analysis were presented briefly.

2.1. The Research Design

The study attempted to examine the instructional leadership practices in the secondary schools of
Hawasa Town administration and how effectively the leadership practices are implemented. It
also will try to explore the challenges instructional leaders’ face, strengths and weakness of the
school leaders in implementing instructional leadership practices.
Quantitative approach was considered as appropriate because it uses the survey in collecting data
from a wide area by selecting a representative sample of a large population. In addition, the
qualitative approach was employed so as to obtain detailed descriptions of the phenomenon such
as direct quotations capturing peoples personal perspectives and experience of instructional
leadership through an in depth interview. McLaughlin et al. (2001, p.18) believes that for
information that cannot be obtained through quantitative method can be effective in obtaining
such information. Therefore, in this study, a mixed approach involving both quantitative and
qualitative designs were employed so as to collect extensive data and used to confirm findings
from different data sources through triangulated data instruments and consequently to draw valid
general conclusions. So, it advocates using mixed approach even though more weight was given
to quantitative approach.

2.2 Research Methodology

Since the purpose of the study is to assess and describe the practice and challenges of the school
leadership by comparing with the established standards. Hence, descriptive survey type of
research method was employed as to undertake the study efficiently and effectively.

2.3 Sources of Data

Data for this research data were collected from both primary and secondary sources. The primary
sources for first-hand information were school principals, teachers, vice principals, supervisors
and Hawasa Town Administration education office experts were included because they are
policy implementers who are directly attached to the task of instructional activity. Beside this,
the town administration education office heads were also included as primary sources of data
because they are educational policy implementers who had direct work relationship with
principals. Secondary sources were also included as sources of data in this study. These sources
of data include essential data, various books, reference material, journals, and other published
and unpublished written material.

2.4. Description of the study area

The study was conducted in Hawasa town which is the capital city of SNNPRS. It is located at --
---------- km from Addis Ababa. It is found at an altitude of ------- meters above sea level and has
a total area of ----------- square kilometers with the average temperature of ------- degree Celsius.
It is surrounded by Lake Hawasa.It is known as a source for 56 nations and nationalities and
peoples.

There are ---------- secondary schools in the town with a total number of ----------students
attending during the study period. Of whom, ---------- are female and ------- are males.
(Source: Hawasa Town Administration Government Communication Office)

2.5. Population of the study

The target population were comprised of school principals, teachers, vice principals, unit leaders,
department heads, supervisors and Hawasa Town Administration education office experts. The
pertinent information was collected from those target populations.

2.6. Sample and Sampling Techniques

There are --------------secondary schoolsand preparatory schools in Hawasa Town

Administration .From these schools Tabor Secondary and Preparatory School. In this secondary
school a total ----- teachers, ----supervisor, ----- principal,------ vice principals, ----- departments
heads, --------- unit leaders and ----------- students. Simple random sampling method was used to
select the samples of this study as to ensure the right representatives. In selecting sample
teachers, out of ------- (100%) teachers in the sample secondary schools, --------(------%) of them
were selected through simple random sampling technique, particularly through lottery method
with the assumption that all teachers have equal chance of being selected and to obtain
representative sample. The number of sample teachers from each selected schools were
determined in proportional to the size of teachers in the school. In this regard, Gay and Arirasian
(2003, p.111) state that the sample of ----------% to ------% of the target population is often used
in descriptive research for large population.

Regarding vice principals, department heads and unit leaders purposive sampling technique was
implemented. A purposive sample is a non-probability sample that is selected based on
characteristics of a population and the objective of the study. Here, the researcher used expert
purposive sampling method focusing on their experience, academic qualification and field of
specialization. Before employing this technique the researcher informed about those respondents
having contact with the school principals.

On the subject of the school principals, supervisor and education office experts the sampling was
made based on their availability since their populations were very few in number.

Thus, the sample population of the study were ------------(-----------%) of teachers, -----(100%)
supervisor, --------(100%) principals and --------(-----%) vice principals, ---------(----------%)
department heads, -----------(-------%) unit leaders and -------- town administration education
office experts. It implicitly shows that the number of teachers selected as sample will be
representative.

2.7. Data Collection Tools

The data gathering tools were employed in the study were questionnaires and interview. In order
to collect relevant data from principal, vice Principals, department heads, unit leaders, teachers,
supervisor and town administration education office experts and others both close and open
ended questionnaires were employed. In addition to questionnaire, the researcher used interview
also as a primary source of data collection and as secondary source the document analysis was
used to enrich the information about the issue under the study.

2.7.1. Questionnaires

The researcher used questionnaires to collect data from teacher, department heads and unit
leaders. Questionnaires are believed to better to get large amount of data from large number of
respondents in a relatively shorter time with minimum cost. Some of the questionnaires were
collected from different sources related to the problems of this research and each of them was
adapted and some others were self-developed. Thus, questionnaires were prepared in English
Language and administered to all participants with the assumption that they can understand the
language. Close ended questions were developed using Likert scale to identify to what extent the
respondents agree or disagree. Likert scale is easy to construct; it takes less time to construct;
simplest way to describe opinion and provide more freedom to respond.
2.7.2 Interviews

Unstructured interview was used to generate additional information from the participants on
issues related to the study. Unstructured interview allows the respondents to talk something in
depth, choosing their own word. This helps the researcher develop a real sense of a person’s
understanding of a situation. They also have increased validity because gives the interviewer the
opportunity to probe for a deeper understanding, ask for clarification and allow the interviewee
steer the direction of the interview. To obtain standardized and comparable data from each
subject, unstructured interview questions, with 5 items for each participant, were developed by
the researcher and interview was held to collect information about the practices and challenges of
school leadership. This was targeted to acquire information from the school principals (one from
each school), supervisors and town administration education officers.

2.7.3. Document Analysis

In addition to questionnaire, the researcher used the document as secondary sources of data
collection and the document analysis was used to enrich the information about the issue under
study. The annual work plan of the principal, records on community participation, the monthly
and quarterly report files, materials on resources allocation, reports on students achievement,
portfolios documents and annual and lesson plans of teachers were reviewed.

2.8. Procedures of Data Collection

Primarily, the researcher made contact with the town administration education office and showed
the letter of cooperation given from the office.. Then, talked about the purpose of the research
and asked the town administration education office to write a letter to Tabor secondary and
preparatory school in the town. Then the researcher visit the school would show the letter from
the town administration education office and discuss the purpose of the research with them and
also the copy of the letter would distribute to each department. The departments call for the
teachers and other responsible bodies who participate in questionnaire filling. Then the
researcher clarified the objective of the research for the teachers. After securing willingness of
the respondents the data collection tools were prepared. As it has been mentioned earlier, the
researcher used questionnaires and interview to collect the data. The researcher prepared three
sets of questionnaires. The first set of questionnaire was designed to be answered by the school
principals, the second set of questionnaire was prepared to be answered by department heads,
unit leaders and teachers and the third one was responded by supervisor and town education
officers. Each set of questionnaire had three kinds of items. The third set of questionnaire
provided to supervisors and town education officers were the open-ended questionnaires. Open-
ended questionnaires were employed in order to give opportunity for the respondents to express
their feelings, perceptions concerning the roles of school principals and the influencing factors.
The researcher prepared and distributed the questionnaire for the selected samples herself and
other assistant workers. Then, the researcher collected the responded questionnaire and
organized for the data analysis.

2.9 Techniques of Data Analysis

The data gathered from the sources by employing questionnaire was coded, edited, organized,
and tabulated. That is to say the respondent’s answers were organized in to tables based on the
frequency of their responses (tallies) and changed in to percentiles. The mean response
computed so as to interpret the data and arrive at valid conclusion. On the other hand, the data
which is solicited by the use of open-ended questions of the questionnaire, the interview, and
data from document review were qualitatively analyzed and interpreted. Generally, the findings
of the research were summarized based on the data collected and analyzed both qualitatively and
quantitatively. Quantitative data was analyzed by using frequency, percentage and mean scores
and qualitative data were analyzed by narration and description.

2.10 Validity and Reliability Test of Instruments

According to Kothari (2004), validity refers to the degree to which an instrument measures what
it is supposed to measure. Reliability has to do with the consistency or repeatability of a measure
or an instrument and high reliability is obtained when the measure or instrument gives the same
results if the research is repeated on the same sample (Maree, 2007).

To check the validity and reliability of the instruments pilot test was conducted prior to the final
administration of the questionnaires. This helped the researcher to make necessary modifications
so as to correct and avoid confusing and ambiguous questions. To be sure of the validity, the
principals and experienced teachers of the school were consulted to give their comments.
Based on the comments obtained from respondents, the items were improved before they were
administered to the major participants of the study to reduce errors. Items which were not clear
have been made clear, repeated items were made to be omitted, lengthy items were made to be
shortened and other items which were assumed to be important for the objective of the research
and not included have been made a part of the questionnaires.

CHAPTER THREE

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

3.1. Introduction

This chapter treats the description of the sample population analysis and interpretation of the
data based on the information obtained from the questionnaires. It deals with two issues. The
first issue is concerned with the description of characteristics of the respondents whereas;
the second issue deals with the analysis and interpretation of the data. The purpose of this
data was to investigate the level of the practices and challenges of school leadership in
secondary schools of Hawasa town Admnistration, South Nation Nationalities and Peoples’
Regional State. To this end, the researcher develope data gathering tools that integrate
various aspects of practices and challenges of school leadership.

The sample consisted of a total of --------- respondents, which include ---------- teachers, -----
------- unit leaders, ------------ department heads, --- principals, ---- vice principals, ---
supervisor and town administration education office experts. All of the respondents will fill
and return the questionnaires.

Teachers, department heads and unit leaders responded closed-ended questionnaire items but
the supervisor and town administration education office experts would provide with open
ended questionnaires. The closed-ended items across sub-categories were computed and
analyzed using frequency, percentage, and mean scores. Percentage will utilize for easy
presentation of frequency distribution and for comparison of the degree of the prevailing
practices and challenges. In addition, items across each category will arrange under the
 rating scale with four points. These four points scale range from high (strongly agree) = 4,
medium (agree) = 3, low (disagree) = 2 and very low (strongly disagree) =1.

Mean scores were calculated from the responses. For the purpose of easy analysis and
interpretation, the mean values of each item and dimension were interpreted as follows. The
mean value of 0-1.49 as very low, 1.50-2.49 as low, 2.50-3.49 as medium and 3.50-4.00 as
high achievement of the task for items related to challenges of it refers to high level of
challenges.

3.2. Characteristics of the Respondents

The general information about the respondents’ sex, age, academic qualification and years of
experiences and field of specialization were presented for better understanding of their
background.

CHAPTER FOUR

4. SUMMARY

After analyzing and interpreting the data secured from questionnaires and documents the
following summary, conclusion and recommendations have been made.

4. Summary

This study was set out to investigate the practices and challenges of school leadership in the
secondary schools of Arba Minch Town, SNNPR. To this end, the basic research questions
addressing the major factors that hinder the school principals from acquiring the necessary skills
in leadership, practices used so far to enhance school principals to be effective in decision-
making, the major practices of the principals and the challenges that hinder principals’
performance in the area of instructional leadership role were raised.

In order to answer the basic research questions raised, the study was conducted in 5 secondary
schools of Arba Minch Town, selected on the basis of their availability. The subjects of the study
used to obtain the necessary information include 42 teachers, 5 principals, 3 woreda education
office experts, 7 vice principals, 10 unit leaders, 11 department heads and 3 supervisors. The
information for the study was obtained through questionnaires and document analysis. However,
the latter one was supplemented to the questionnaire to make the study more reliable and
comprehensive. The data obtained were analyzed using different statistical tools such as
frequency, percentages and mean score.

CHAPTER FIVE

Conclusion

The main purpose of this study was to investigate the practices and challenges of school
leadership in the secondary schools of Arba Minch Town, SNNPR and to suggest what
mechanisms should be developed and executed as to improve the shortcomings in school
leadership exercise.

Concerning factors that hinder the principal from acquiring necessary skills the study showed
that the extent of capacity of building training given to their school, the town administration
education officer and the supervisor support to school principals to qualify their principal-ship,
principals’ ambition in consulting the teachers about education matters and the principals’ effort
to share experience with other school principals and leader was not at the expected level. But, the
extent of extra works inside or outside the school can affect the principals’ profession is at the
range of low level.
APPENDIX-A
HAWASA UNIVERSITY
School of Education Department of Educational Planning and Management
Questionnaire to be filled by principals and V/principals
This has questionnaire been designed to collect information on the title “practices and challenges
of school leadership in Tabor secondary school of Hawasa town”. Therefore, you are kindly
requested to fill the questionnaires in order to give necessary information on the issue related to
the study. The information that will be obtained from the responses to these questionnaires will
be used only for the purpose of the study. All the information will be kept confidential and will
be used only for the academic purpose.

Thank you for your cooperation!

General Direction
1. No need of writing your name
2. Give response by putting tick ( ) mark in the appropriate box against each closed ended items
and by giving brief descriptions of your opinion for open ended questions.
I. Personal Information

1. Name of the school--------------------------------------------

2. Sex: A) Male  B) Female 

3. Age: A) 20-25  B) 26-30  C) 31-35 D) 36-40  E) 41 and above 

4. Academic qualification: A) Certificate  C) Bachelor Degree 

B) Diploma  D) Masters Degree 

5. Work experience A) 1-5 years  C) 10-20 years 

B) 6-10 years  D) Above 20 years 

6. Field of specialization
A) Educational Planning and Management  C) Social Science 
B) Natural Science  D) Other Specify 
II. Major Data

1. Factors that hinder the principal from acquiring qualification

Responses
No Factors
High Medium Low Very Low
1 The extent to which the capacity building training
given to you
2 The extent that the woreda education officer and
the supervisor support
3 The principals initiative in consulting the teachers
about education matters
4 The extent of extra works inside or outside the
school
5 The extent of sharing experience with other
school principals and leader

2. The Practices used to enhance the school principals to be effective in decision

making on issues of school leadership
No Items Strongly Disagree Agree Strongly
disagree agree
1 Do you agree that preparing
school strategic plan makes you
to be effective in decision making
on issues of school leadership?
2 Do you agree that possessing
competent qualified teachers in
all subjects enables you to be
effective in principal-ship?
3 Do you agree that the extent to
which you involve the parents in
school policy and program makes
you effective in your leadership?
4 Do you agree that the extent to
which the school communities
satisfied with the decision made
in the school?
 3. The principals performance on the school leadership practices

Responses
No Factors
Strongly Disagree Agree Strongly
disagree agree
1 Do you agree that organizing induction
programs facilitate to promote teachers
professional skill development
2 Do you agree that indentifying the teachers for
in-service training assists to cover need and
context
3 Do you agree that creating conducive and
healthy school environment the major practice
of the principal
4 Do you agree that supervising and controlling
the subordinates the major activities of the
principal
5 Do you agree that and communicating with the
school members reporting their performances
effective in your principal-ship
6 Do you agree that motivating the staffs in will
help them to perform their activities effectively
7 Do you agree that evaluating the performances
of the subordinates makes you effective leader
8 Do you agree that assisting teachers in
identifying locally available teaching and
learning resources
9 Do you agree that allocating enough budgets for
staff development activities
10 Do you agree that providing constructive
 feedback after classroom observation will
develop the teacher’s skill
11 Do you agree that assisting teachers to conduct
action research will help for the betterment of
the school
12 The principals allocate materials needed to
accomplish instructional goals

4. Items related to the challenges Principals Leadership

No. Items Options

Very High Medium Low Very
high Low
1 Occupied by routine tasks
2 Shortage of financial resources
3 Shortage of qualified teachers
4 Shortage of teaching materials such as
text book, stationary
5 Less commitment and shortage leadership
competency
6 Shortage of adequate guidance support
from higher official
7 Shortage of short term training on
educational leadership
8 Absence of motivation for principals by
the concerned bodies
9 Absence of giving feedback by the higher
officials
10 Absence of commitment of teachers to
 accept all the missions and implement
11 Lack of awareness of the principals on
their skill gap
12 Inability to manage resistance to changes
13 Absence of recognition for principals by
the concerned bodies

APPENDIX-B
HAWASA UNIVERSITY
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaire to be filled in by Department Heads, Unit Leaders and Teachers

Dear respondent,

The main purpose of this questionnaire is to gather information on the practice and challenges of
school leadership in Tabor secondary school of Hawasa town. Therefore, you are kindly
requested to fill the questionnaires in order to give necessary information on the issue related to
the study. The information that will be obtained from the responses to these questionnaires will
be used only for the purpose of the study. All the information will be kept confidential and will
be used only for the academic purpose.
Thank you in advance for your cooperation!
General Directions:

1. No need of writing your name

2. Give response by putting () in the appropriate box against each closed ended items and by
giving brief descriptions of your opinion for open ended questions. Every response has to be
based on your school context.

I. Personal Information

1. Sex A) Male  B) Female 

2. Age B) below 20  B) 21 – 30  C) 31 – 40 D) Above 41 

3. Academic qualification: A) Certificate  C) Bachelor Degree 

B) Diploma  D) Masters Degree 

4. Work experience A) 1-5 years C) 10-20

B) 6-10 years D) Above 20

II. Major Part

1. Factors that hinder the principal from acquiring qualification

No Factors Responses
High Medium Low Very Low

1 The extent to which the capacity building training

given to your school
2 The extent that the education officer and the
supervisor support your school principals to
qualify their principal-ship
3 The principals initiative in consulting the teachers
about education matters
4 The extent of extra works inside or outside the
school can affect the principals profession
5 The extent of sharing experience with other
school principals and leader
2. The Practices used to enhance the school principals to be effective in decision making on
issues of school leadership

No Factors Responses
High Medium Low Very Low
1 The extent that the principals is skillful in
 developing school plans and objectives
2 The extent that the school principals cooperatively
work with the staff
3 The extent that the principals involve the parents
in decision making
4 The extent to which the school community
satisfied with the decision made in the school
5 The principal mobilize the required resources to
run the school activities to move ahead teaching
learning-process
3.The principals performance on the school leadership practices

No Factors Responses
High Medium Low Very Low
1 The extent of setting the school vision
2 The extent of managing curriculum and
instruction
3 The extent of supervising and evaluating
instruction
4 The extent of organizing induction programs to
promote teachers professional skill development
5 The extent of ensuring in-service training to cover
need and context
6 The extent of creating conducive and healthy
school environment
7 The extent of supervising and controlling the
subordinates
8 The extent of reporting and effectively
communicating with the school members
9 The extent of motivating the staffs
10 The extent of evaluating the performance

APPENDIX-C
HAWASA UNIVERSITY
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Open Ended Questions to be Filled in by Supervisor and Town Education Officers.

Dear respondent,

The main purpose of this questionnaire is to gather information on the practice and challenges of
school leadership in Tabor secondary school of Hawasa town. Therefore, you are kindly
requested to fill the questionnaires in order to give necessary information on the issue related to
the study. The information that will be obtained from the responses to these questionnaires will
be used only for the purpose of the study. All the information will be kept confidential and will
be used only for the academic purpose.
Thank you in advance for your cooperation!

General Information about the Participants:

Name of the school…………… Sex, Male…………… Female……………………
Academic Qualification………………….. Service Years……………………………
Guiding questions:
5) What do you think that the factors that hinder the school principals from acquiring the
necessary qualification in the area of principal-ship to carry-out their tasks of managing
school activities?_______________________________________________________
 ________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
6) What kind of role do you play in your cluster or Woreda to bring to enhance school
principals to be effective in decision- making on issues related to school leadership?
___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
7) What are the challenges that hinder principals’ performance in the area of instructional
leadership role?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
8) What kind of solutions do you suggest to solve the problems in the area of instructional
leadership role in your cluster or administration?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________

Interview Questions for School Principals, supervisor and Town Administration

officers

The purpose of this interview is to collect relevant data to the study entitled as “Practices and
Challenges of School Leadership in Tabor secondary School of Hawasa Town Administration’’.
Your responses are essential for the success of the study. So you are kindly requested listen to all
the questions and give your genuine response. Be sure that your responses will be for academic
purpose only.

Instruction:-Please respond to these interview questions based on your experiences as a

principal in your school.
I. Personal Information
1. Name of your school__________________________________
2. Sex________________________
3. Age________________________
4. Level of your Education___________
5. Area of Specialization_____________
6. Total service________________

II. Interview Questions

1. What are the contributions of preparing strategic plans for the effective practice of the school
leadership?
2. How do you make conducive school environment for the effective teaching learning process?
3. How often do you supervise and control the subordinates activities and instruction?
4. How do you promote professional skill development in the school?
5. What are the major challenges in this school and what mechanisms do you suggest to solve
them?

Document Review Checklist

No Items Options

Yes No

1 Is there work annual plan of the principal?

2 Is there annual and lesson plans of the teachers?

3 Are there records on the community participation and

decisions made by them?

4 Is there monthly and quarterly report files?

5 Is there enough materials and budget allocation?

6 Are there reports on the students’ achievements?

7 Are there arranged teachers’ professional development

 programs?

8 Are there conducive and healthy school environment?

9 Do they evaluate the performances of the staffs?

10 Are the staff members motivated to do their tasks?

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