THE PRACTICES AND CHALLENGES OF SCHOOL MANAGEMENT IN SECONDARY SCHOOLS OF WOLAITA ZONE

Abstract

The objective of the study was to investigate the practices and challenges of school management in secondary schools of Wolaita Zone. The design chosen for the study was concurrent embedded design and the method employed was mixed. The sampling techniques used in the study were purposive and simple random. Samples included 180 teachers, 40 school management (8 principals, 16 vice principals, 8 KETB heads and 8 PTSA heads), 8 secondary schools and 4 cluster supervisors. The data gathering instruments were questionnaire, interview as well as document analysis. Questionnaire was administered to 180 teachers and 40 school management while cluster supervisors were interviewed. Both primary and secondary data were collected from various sources using different techniques. The collected data were analyzed using both qualitative and quantitative methods of data analysis. Data analysis was aided by the Statistical Package for Social Sciences analytical tool. A pilot study was conducted before the main study in order to examine the reliability and validity of the research questionnaire. The Cronbach alpha coefficient was used to text reliability while the university advisor was consulted to determine the content validity of the research questionnaire. The instrument has reliability index of 0.801 using Cronbach alpha statistical test. The findings of the study revealed that the position attainment and qualification of school management was not compatible in those secondary schools. The findings of this study depicted that school management position attainments designed as most of the school management was getting their position by higher authorities, by political acceptance and there was no involvement of parents, teachers and other stakeholders on the best approaches and practices that would assist the achievement of school vision. Concerning main roles of school management was done their activity below the expected level (mean value) in the study area. The study revealed as lack sufficient time and managing staff relationship, dealing with poor performance, lack of support from top authority were challenges that hinder school management practices. The study concluded that principals are less effective in their management due to lack of experience and qualification in their professions. It is recommended that the school principals need to increase the amount of time spent to school management roles as compared to administrative tasks. Finally it was recommended that position attainment conditions must be transparent. Furthermore, continuous professional development training on school management functions to principals is significant for the purpose of the principals to incorporate school management tasks.