The Practice and Challenges of School Leaders’ Preparation in Ethiopia: in reference to Mekelle and Aksum Universities

Abstract

The aim of this study was to assess the Practices and Challenges of School Leaders’ Preparation in Mekelle and Aksum Universities. Mixed method design with embedded approach was used to achieve the research objective. Both primary and secondary data sources were used. As the population was heterogeneous, stratified random sampling was employed. Accordingly, 67(30%) of primary and 30(39.5%) of secondary school principals, 30(45%) of primary and 30(79%) of secondary school supervisors were selected by using random sampling technique. Quantitative data were analyzed and interpreted using mean, standard deviation, grand mean and one-way ANOVA whereas descriptive information was given from qualitative data. The obtained results revealed that the Ministry of Education (MoE) informed about the new preparation program to Regional Education Bureaus (REBs) only. Needs assessment was not undertaken to determine the needs of primary school principals and supervisors which reflected unmet needs. Decision about school leaders’ training was made based on tentative directives and draft of blue print which lacked clarity and empirical evidence to justify the need for this new preparation program. Based on the findings, it was concluded that the MoE informed about the new preparation program to REBs only excluding wereda education offices(WEOs) and hence, schools sent uninformed trainees with little readiness to learn: Besides, misaligned organizational, and individual needs toward post graduate diploma in school leadership (PGDSL) program appeared to be source of trainees' dissatisfaction on the program. On top of this, the directives used to guide the program lacked uniformity and clarity and were inconsistent. The directives about the new preparation program were not designed thoughtfully and there was little survey report.