Authors: Tadesse Regassa Mamo1 & Adula Bekele2 & Dereje Daksa3
1 Department of Educational Planning and Management, Jimma University, Ethiopia
2 Department of Teacher Education and Curriculum Studies, Jimma University, Ethiopia
3 Department of Educational Planning and Management, Jimma University, Ethiopia
Abstract: The primary intention of this study was to examine the practices of school leadership and leadership development from the views of stakeholders. The study employed a cross-section survey research method as this enables to assess the issue in its natural setting. The data sources for the study were students, teachers, supervisors, principals, TDP core process owners and Woreda and Zone Education Officers. Data were collected through questionnaire, interview and focus group discussions with key stakeholders. Finally, data were categorized and analyzed using frequency, mean score and verbatim. Accordingly, the finding of the study revealed that leadership practices were not participatory, tasks remain in principal offices, teachers are less encouraged to take part in leadership and principal is the sole decision maker. Furthermore, the study result also disclosed that there was no balance between the theoretical knowledge and practical skills in school leadership development. The leadership development either tilted towards the theory or the practical skills whereby the school leadership training was so fragmented like PGDSL, PGCPSS, PGCPS, EDL, EDPM, and ScL programs. Therefore, from this it can be concluded that leadership succession was one of the future challenges of identifying and recruiting school leaders. Hence, for better school leadership development and to get the best out of it, the education offices at various echelons need to create a well-organized and comprehensive training program unlike the current fragmented approaches of leadership development practices.
Keywords: School Leadership, Intentions, Leadership Practices, Teacher Development
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.6, No.1