School Leadership Effectiveness In Implementing S In Government Primary S Zone Of Oromia R Berha Studies School Improvement Program School Of East Sho Regional State Bora Woreda.

Abstract

The objective of this study was t assess school leadership effectiveness in implementing school improvement program in government primary schools of East Shoa Zone in Oromia Regional state in the case of Bora Woreda. In order to achieve these objectives descriptive survey design was used with both quantitative and qualitative methods. The study was conducted in 4 (33.3%) primary schools from a total of 12 government primary schools. Teachers were selected using simple random sampling technique whereas school leaders, supervisors, Woreda education office school improvement program expert were selected using available sampling method and parent teachers association members were considered as source of data using purposive sampling method. Questionnaires, interviews, observation and document reviews were employed to gather data. After the data gathered analysis was made. The data was analyzed by using frequency percentages, mean and standard deviation, after the collection of the data responses were tabulated using the statistical methods such as mean, Standard deviation and t-test. And the instruments of data collection were questionnaires, unstructured interview, observation by using observation check list. The data was gathered through open- ended questions, interviews. It was found that effectiveness of school leaders’ performance in most school improvement domain was found at the low level. Based on the finding the researcher concluded that school leaders weren’t getting any educational opportunities for being effective in their job, this could be taken as a major challenge for the targeted purposes, lack of facilitation skills, lack of getting acceptance from school stake- holder, absences of school leaders not passed though leadership course were main challenges of primary school leaders not to be effective as expected in implementing the school improvement program. Finally it is recommended that responsible zonal as well as woreda education offices are advised to fill the knowledge and the skill gap and capacity building training should be given on school improvement program for the leaders and the stake holders of the school, school leaders should work on establishing guidance and counseling service in the school, parent teachers association and school improvement program committee members should get leadership role in school activities.