THE EFFECT OF TEACHERS’ PROFESSIONAL EMPOWERMENT ON SCHOOL PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS OF KONSO ZONE

Abstract

ABSTRACT This study was conducted in government secondary schools of Konso zone to investigate the effect of teacher’s professional empowerment on school performance. Correlational explanatory research design and mixed research approach were used. This study was targeted on 350 participants including teachers, principals, supervisors and heads of educational offices. Both primary and secondary data gathered through interview, questionnaire and document review were used. Qualitative data were arranged into theme then analyzed and interpreted whereas quantitative data were analyzed by SPSS V.20. Among teachers of the study area, majority (90.3%) were males and all of the principals, supervisors and education head offices were males indicating gender imbalance in educational system. Teachers primarily (3.81±1.098) involve in decision making by consultation followed by involvement in setting goal and objective for the school (3.78±1.20). The teachers agreed that, in-service trainings were primarily (4.03±1.14) offered to change their attitudes and skills and to strengthen profession (3.78±1.20). The respondents weakly agree (3.65±1.16) that school leaders provide opportunities for teachers to work actively for better school performance. A strong positive correlation (P<0.01; R2>0.8) and interdependence was observed between teachers’ empowerment and school performance in the study area. In government secondary schools of Konso zone even though appreciable things were observed with regard to teachers professional empowerment, the actions were not implemented to the satisfaction of the teachers. School performance activities implemented were also below the expectation of the teachers requiring further actions to be taken by the concerned educational administration including the principals. School leaders should have to identify teachers need and offer professional learning to them to boost the performance of secondary schools. Key Words: Empowerment; Decision making; Professional development In-service training; Konso; School performanc