EFFECTIVENESS OF SCHOOL LEADERS IN MANAGING THEIR SCHOOLS IN KAMBATA-TEMBARO ZONE, ETHIOPIA

Abstract

This article is an exploratory aiming at assessing the effectiveness of school leaders in managing their schools  in Kambata-Tembaro Zone. Descriptive survey research design was employed. It was conducted in a sample of 10 primary schools and on 66 school leaders (principals, deputy principals and department heads), and 90 teachers.  Questionnaire and focus group discussions were employed for data collection from teachers, school leaders and Woreda education experts. Percentage and frequency were employed to analyze behavioral matrix items; weighted mean was computed to find out average values against each item score of organizational factors affecting the effectiveness of leaders. Spearman’s rank order correlation coefficient (rho) was used to test the perceptual variations between teachers and school leaders regarding subordinate related factors affecting leadership effectiveness. It was revealed that most primary school principals value interpersonal relations; want to promote happiness of everybody, afraid to say no and want to live peacefully rather than giving attention for the work to be done. It was found that school leaders’ overestimate their performance which, was not revealed by other participants. The study also revealed that there were internal (teacher and school leader related) and external (socio-cultural environment and organization related) factors affecting the effectiveness of school leaders in discharging their functions. It was concluded that effective school leadership is a function of presence of effective, supportive/participative leaders, presence of effective and matured followers/subordinates and presence of good organizational climate, social values, economic and political conditions.