Assefa, Dessalegn (2014) Practices and Problems of School Leadership in Secondary Schools of Addis Ababa, City Administration. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to assess the practices of school Leadership in Addis Ababa City Administration and to find the barriers that cause these practices and problems of school leadership as well as to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 295 teachers and 17 principals by using simple random sampling and purposive sampling method. Thirty two student representatives, six PTSA members’ seven education bureau officials’ twelve supervisors were also involved in the study. The data were collected by using a questionnaire, interview, and focus group discussions. Both qualitative and quantitative data analysis method were employed in order to reach to the results. Data obtained through questionnaire were analyzed and summarized using statistical tools. The statistics were entered into Statistical package for the Social science (SPSS Version 20.0) soft ware analysis. Statistical measures were performed on quantitative data assembled from the respondents; frequency count, Percentage, mean and standard deviation, were conducted. The study deals with examining the actual experience and problems of principals in government schools.. The findings of the study revealed that the position attainment and qualification of principals were not compatible in those secondary and preparatory schools. The finding principal position attainments designed as most of the principals were getting their position by higher authorities and there was no involvement of parents, teachers and other stakeholders on the best approaches and practices that would assist the achievement of school vision. Concerning main function of school principals, separating leadership functions from one to the other must get close attention. As finding of this study proved principals gave more emphasis on supervision and evaluation of teachers; the other school functions were relatively ignored. Finally it was recommended that position attainment conditions must be transparent. Besides, principals should strive to bring enthusiasms that help them to execute their duties and responsibilities. Furthermore, continuous professional development training on school leadership functions to principals is significant for the purpose of the principals to incorporate educational leadership tasks.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Africana |
| Depositing User: | Emmanuel Ndorimana |
| Date Deposited: | 20 Sep 2018 12:47 |
| Last Modified: | 20 Sep 2018 12:47 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/5321 |
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