An Assessment of Principals’ Turnover and Its Effects on School Improvement Program in Primary and Secondary Schools of Wolayta Zone: The Case of Government Schools

Moja, Timothewos (2014) An Assessment of Principals’ Turnover and Its Effects on School Improvement Program in Primary and Secondary Schools of Wolayta Zone: The Case of Government Schools. Masters thesis, Addis Ababa University.

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Abstract

The purpose of this study was to assess principals’ turnover and its effects on school improvement program in wolayta zone primary and secondary levels of government schools. It also aimed at assessing school principals’ stability in schools for school improvement program successfulness. The study deals with examining five years experience of schools in maintaining principals in position for school improvement programs. The research methodology employed in the study was both quantitative and qualitative approaches. For quantitative part questionnaires was prepared to be filled by principals, vice principals and teachers. For qualitative portion interviews, focused group discussion questions and observation were administered. Questionnaires were distributed to a sample size of 172 teachers, 14 vice principals and 15 principals. Out of 201 questionnaires 184 were returned by producing 96.8% return rate. After data were collected and identified three questionnaires which have missing information were eliminated. Data collected through questionnaires were tabulated and analyzed by using different statistical methods such as frequencies, percentage and mean values. The findings of the study indicated that there is high principal turnover occurring in schools and affecting school improvement programs. Causes that are identified includes, low compensation, high job stress, lack of proper supervision, lack of law enforcement, transference and political assignment, and government interference in school administration. The effects identified are leads to teacher turnover, discourages school based teacher development program(CPD),reduces students learning motivation, discourages student result improvement speed, leads to wastage of school resources, cause for unsustainable leadership, contributes to low safeness of school for teaching and learning and reduces community support to school with resources . From this the researcher concluded that currently principalship in schools is not settled in position for effectiveness of SIP and that leaded to ineffectiveness of four domains of SIP implementation. Finally based on the findings and conclusions recommendation were made on the way how to maintain principalship in schools and what measures must be taken by wolayta zone education bureau as well as woreda education offices to sustain principalship in schools.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Africana
Depositing User: Emmanuel Ndorimana
Date Deposited: 02 Aug 2018 07:22
Last Modified: 02 Aug 2018 07:22
URI: http://thesisbank.jhia.ac.ke/id/eprint/8369

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