PRACTICES AND CHALLENGES OF ENHANCING SCHOOL LEADERSHIP IN GAMBELLA REGIONAL STATE

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Abebe Hunde
Ketema Bacha
Kassahun Melesse
Tadese Regassa

Abstract

This study aimed at examining the extent to which Gambella Region made efforts to professionalize school leaders as stipulated in the education and training policy document. The specific objectives were exploring the attempts made to professionalize principals; assessing the existing practices to enhance school principals, and the identifying challenges faced so far. Survey method was employed and included all school principals of both primary and secondary schools as participants of the study. Census technique was used and data were collected from almost all school principals using questionnaire. Data were analysed and interpreted using percentage, mean and standard deviation. The findings have shown that majority of school principals become school leaders without the necessary training in school leadership. The majority of the principals lacked experience both in teaching and school leadership. However, they engaged both in leading schools and classroom teaching. They lacked confidence and consistency in decision-making pertaining to school issues. In order to alleviate or minimize the problems; the following recommendations have been forwarded. Woreda education offices should select and assign competent individuals from among teachers on the basis of merits and competitions. The regional education bureau should also intensively work on building the capacity of school principals in collaboration with universities and regional training college. The Ministry of Education should also capitalize on the provision of technical supports to enhance school principals.

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How to Cite
Hunde, A., Bacha, K., Melesse, K., & Regassa, T. (1). PRACTICES AND CHALLENGES OF ENHANCING SCHOOL LEADERSHIP IN GAMBELLA REGIONAL STATE. Ethiopian Journal of Education and Sciences, 9(1), 107-132. Retrieved from https://journals.ju.edu.et/index.php/ejes/article/view/829
Section
Original Article
Author Biographies

Abebe Hunde, Jimma University

Department of Educational Planning and Management, College of Education and
Behavioral Science, Jimma University, Ethiopia

Ketema Bacha, Jimma University

Department of Biology, College of Natural Sciences, Jimma University, Ethiopia

Kassahun Melesse, Jimma University

Department of Mathematics, College of Natural Sciences, Jimma University, Ethiopia

Tadese Regassa, Jimma University

Department of Educational Planning and Management, College of Education and Behavioral Science, Jimma University, Ethiopia

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