Abstract:
The objective of this study was to assess the school leadership effectiveness in implementing
school improvement programs in secondary schools of Heban Arsi . In this study descriptive
survey design was used with both quantitative and qualitative methods. They were 3 government
secondary schools currently found in the Heban Arsi woreda. In this woreda there are 12 kebele
and 3 administrations towns. From this woreda 3secondary schools were selected using
availability techniques. The sample teachers 23 (74.19%) were selected by using multistage
sampling techniques. 8(38.09%) school management were selected by random simple
techniques and 18 (60%) SIC were included by using purposive sampling techniques. The
instruments of data collection were questionnaires, semi structured interview and FGD. The data
were analyzed by using frequency, percentages, mean and standard deviation. The data gathered
through open –ended questions, interviews and FGD analysis were analyzed qualitatively
through narration for the purpose of triangulation. The findings of the study indicated low
performance of secondary school leadership in implementing school improvement program
domain such as, teaching learning and school leader and management. They also had low
performance in the preparation stage of SIP. As the finding of the study revealed the domains,
secondary school leaders of Heban Arsi woreda did at an average level were ‘teaching and
learning’ and. Thus, secondary school leaders were not adequately preparing themselves and
other responsible stakeholders with important financial and material resources before
implementation of SIP and these problems in turn affected the implementation of SIP in the
secondary schools of the zone. Regarding problems, inadequate financial resources, inadequate
man power in the schools, insufficient and inconsistent communication among leaders and the
staff, low level of commitment of school leaders, low support from parents and community, lack
of technical skills in school improvement program preparation, scarcity of frameworks and
guidelines of SIP in schools were some of the problems of secondary school leaders in
implementing SIP. In general, as the finding of the study revealed secondary school leaders of
Heba Arsi woreda were not effective in implementing some domains of school improvement
program. Therefore, it is recommended that Wored education Offices in collaboration with Zone
Education Offices and Regional Education Bureau should give sustainable technical assistance
including training for school leadership. Woreda education offices in collaboration with school
leadership need to enhance community participation. Finally, the REB is advised to promote and
sustain the upgrading training system of secondary school leaders to capacitate them with
adequate technical and administrative skills.
