Current Practices and Challenges of Educational Leadership Development in Secondary

School of Nuer Zone, Gambella

Gambella University, Faculty of Natural and Computational Sciences, Department of
Statistics
Academic Research Project to be submitted to Research Director Directorate
By: Changkuoth Jock Chol (MSc. In Statistics)
Co-Worker: Ralapli Kumar (MSc. In Statistics)
Abstract

Introduction: Educational leadership is the collaborative process that unites the talent and force
of teacher’s student and parent. Educational leadership development needs to have the theoretical
knowledge, skill, adequate experiences in the school leadership so as to play active and effective
leadership role in school development program. This study was attempted to examine the current
practices and challenges of educational leadership development in secondary schools of Nuer
Zone Gambella Regional State.
Methodology: The research was conducted in Gambella regional state, Nuer zone secondary
school. To this effect, a descriptive survey design where used. On the other hand, mixed method
(both qualitative and quantitative) was employed to complement each other. The sources of the
data for this study are both primary and secondary sources. Once the data was collected and
gathered from the respondents, the next phase is analyzing of the given data. Descriptive
statistics like arithmetic mean, standard deviation, weighed mean were calculated for those items
prepared in Likert type of scale and analysis by SPSS software.
Results: In this study, our finding show that almost 96.0% of the respondents were males and
only 4.0 % were females in all positions. In the results majority of teachers, principals,
supervisors, WEOs and PTSA of the sampled were found to be in the age range of 31-40 years.
From the results only 6(6.0%) of the school principals and supervisors in the secondary schools
was graduate of school leadership of Nuer Zone. The study show that only 6.0% of respondents
was under five years’ experience and need more support from the school leaders. According to
this study, the teachers revealed that, the school principals assigned to the position by close
involvement in supporting the government policy. The study shows that, both teachers and
school principals faced difficulty to decide whether the managerial practices of secondary school
leadership were implemented effectively in their respective school or not. The finding shows
that, most of secondary school principals in the study area were qualified with first degree in
different field of education rather than in educational leadership. The study shows that there was
organizing and situational problem of the school leadership.
Conclusion: Educational leaders were not stood themselves for change. Principals by themselves
agreed that they were in a lack Educational leadership background or qualification. They were
some organizational problems in effectiveness of School leadership practices. They were also
situation that influences the practice of School leadership in the School. Therefore the
government tried to bring change but leaders were not committed to facilitate it.

Key Words: Practices; Challenges; educational; Leadership; Development; School; Gambella.

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 1. Introduction

Education is one of the major driving forces behind economic, social, cultural and political
development of a country. It is a key instrument for the overall development of a country so that
it is widely recognized as indicator of development. In Ethiopian context, education is highly
expected to contribute for the overall development of a country. Realizing this, the government
of Ethiopia is placing great attention on education with firm belief that the long term
development of the country rests up on the expansion and provision of quality education [11].

Educational leadership is the collaborative process that unites the talent and force of teacher’s
student and parent. The primary purpose of educational leadership is to ensure academic success
through process material and training improvement [14].

Educational leadership duties should be effective defined through an understandings of the

practice that require to make an improvement in teaching and learning, the function of
educational leadership can contribute in making provision of guidance on the main
characteristics , task, responsibility of proficient leaders in the field of education [13]. The goal
of educational leadership is leading to the improvement other individual to make significant
decision, creating and sustain competitive school providing instructional guidance, developing
and implementing strategic and school improvement plan, supporting evaluating and developing
teachers quality [5].

Educational leadership development is investing in future leaders by assisting department

official, school leaders and staff management teal to become better equipped to deal with
challenge through coaching mentoring and training [3].The methods improving or developing
educational leaders are, set every one high expectation include teachers, create learning
environment that are collaborative and accepting of everyone have a vision or plan, constantly
find the way to improve instruction, stay with school five and above years[1]. The most
challenge that the educational leaders is to understand the changing content and improve their
interpersonal and communication skill with the understanding that they are no longer the
authority figure but a partnership with others stake holders [7].

2
Educational leaders continuant face challenges and decision that involve tension between
concern for either, care or rule care encompasses, compassion, looking at individual
circumstance and making decision that put care and concern for the individual above the rule and
policy [15].Therefore educational leadership development is crucial tool for school effectiveness
because if there is good educational leadership development the school will be more effective to
sum up for education leadership development there are challenges that faces the educational
leaders like politicization process of leadership positions, leaders are appointed in a political
agility rather than qualification.

Education is basic human needs and key factors in development. Investment in education will
directly raise the well beings of individual, by realizing this fact the Gambella regional state
Government and Regional education Bureau(REB) have given due attention nearly over the last
three decades to improve education. In order to achieve the goal of education developing the
competency knowledge, skill and ability of educational leaders of school can be implemented
[8]. Educational leadership development is defined as the types of growth or stage of
development in the life cycle that promotes, encourage and assist in the expansions of knowledge
and expertise required to optimize ones leadership potential and performance [2,6].

[9] pointed out that leadership development must still lag far behind the demand curve for
organization even though leadership development strategies are pervasive. Research, indicates
that organization are spending little time in implementing and evaluating the effectiveness of
their strategy and more specifically evaluating whether those strategy improved leadership skill
appear to be taken for granted by many corporation professional management associations &
consultant many organization assume that leadership development effort improve organizational
effort. An educational leaders use the following leadership strategies to change teacher’s
instructional practice.

Educational leadership needs to have the theoretical knowledge, skill, adequate experiences in
the school leadership so as to play active and effective leadership role in school development
program [10].

[5] Suggested that the most successful educational leaders are open-minded ready to learn from
the others, flexible, to make progress in the school facing challenging circumstance. Educational

3
leadership is a part and parcel of traditional education of the nation; however the school
leadership of the nation practically evolved with the western educational dimensions of the
country. In this dimensions the development of school leadership of a nation can be treated in
7(seven) phase: school principals evolved into separate positions, Ethiopian replaced staff
preparation commenced, preparation reduced staff preparation reduced the professional and
principal preparation [15].

[17] Noted that unqualified secondary schools leaders do not create facilitated condition in
arranging for staff development. [6] Also explained due to existence of unqualified school
leaders, school instructional process remain in effective curriculum implementation become
poor.

[12] In ESDPIV one of the main challenges focus on to improve educational leadership
development an institutional level remained weak. Developing the skill capacity of educational
leaders through training, workshop and seminar has great contribution for the educational
leadership development in secondary school.

[4] Pointed out the challenges that the educational leader’s encounters school principal had lack
of capacity to satisfy school organization, the developing through training, workshop and
seminar had great contribution to satisfy the school community. Most Principals lack the skill
and qualification of educational administration and these great challenges for educational
leadership development. The researcher argues that in study area there are leaders, who are
appointed in a political affinity rather than professional qualification in the area of educational
leadership. Therefore it will be the most important challenges for educational leadership
development in secondary school. The case of politicization assignments in leadership position
leads low educational leadership development in secondary school.

In case in Gambella Regional State, Nuer Zone the researchers observed different problems
related to educational leadership. Therefore the researchers experiences in educational leadership
development challenges were:-In Nuer Zone Secondary School not strategically in order to
develop their leaders, poor performance of educational leaders principal and educational
managers, lack of trained man powers in educational leadership and other problem observed.
Lack of trained of qualified principal, educational leadership and qualified man powers in the

4
area of positions are problems that are observed by the researchers. Those above mentioned
problems are common in Nuer Zone secondary school. For these reasons the researchers incites
to conduct research on the current practice and challenges of educational leadership development
in secondary school of Nuer zone, to fill the gap that observed by the researchers; because after
conducting this research the educational leadership development challenges will minimize and
the above problems will be eradicated. The objectives of paper are to (i) examine the extent of
educational leadership development practices in secondary schools, (ii) identify the educational
leadership development methods that are implemented in the secondary school, and (iii) identify
the challenges and problems related with the current practices of educational leadership
development in secondary school.

2. Research Design and Methodology

2.1. Research Design

The research was attempted to examine the current practices and challenges of educational
leadership development in secondary schools of Nuer Zone Gambella Regional State. To this
effect, a descriptive survey design where used. This was useful in obtaining an overall picture as
it stands at the time of the study. The survey design was selected because it helps the researcher
to get currently available and as detailed information as possible on the issue under
consideration. It was also useful for describing the present situation of the secondary school
current practices and challenges of educational leadership development and it was helps to deal
with relatively large number of respondents at a particular time. On the other hand, mixed
method (both qualitative and quantitative) was employed to complement each other.

2.2. Research Setting

The research was conducted in Gambella regional state, Nuer zone secondary school. There are a
total of 20 secondary schools under Nuer zone, 5 woreda education head 52 secondary school
principal 32 education expert 453 secondary school teachers and they have a total of 542 target
population in Nuer zone. The zones are located in Gambella of Ethiopia with the border south
Sudan. The 7 secondary schools were selected through purposive sampling techniques from the
total of 20, Secondary school.

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 2.3. Data Sources

The sources of the data for this study are both primary and secondary sources. The primary
source was collected from secondary school leaders (principals and vice principals), teachers,
secondary school supervisors, woreda educational head and parent teacher students association
(PTSA). And secondary source where school documents, school plans and the reports were
examined to establish a review related literature.

2.4. Sample Population and Sampling Technique

The research where attempt in secondary schools of Nuer Zone. According to Nuer zone
education Bureau in 2012 E.C, there are 20 secondary schools. From 20 secondary schools, 7
(35%) was selected by using simple random sampling technique since the method used to select
sample units out of large population area taken to manage the study. The randomly selected
schools where: Tergol, Matar, Kuwergeng, Yawol, Bilowe, Nibnib and Pibor. Then from each
seven schools director, vice director and teachers was selected among secondary schools
respectively. From a total of 210 teachers 70 (33.30%) where taken as sample using simple
random sampling specifically the lottery methods, this was because it gives equal chance for the
population to be a sample and also because of teachers have been large in size. All of 7 school
directors, 7 vice directors, 5 Head of Woreda Educations, 7 secondary school supervisors, 4
PTSA representatives of the sample school was selected by using purposive sampling this is
because [16] stated that purposive sampling is selection based on the researchers experience and
knowledge of the individuals and selected same specific purpose to select the representatives.

Since the school directors and vice directors are responsible to exercise educational leadership
development, practice, and facilitate the work of teachers and the other school committee
members. And also Nuer zone, secondary cluster school Supervisors and PTSA was selected due
to their duties of facilitating and providing educational leadership development, practice and
challenges in schools and their high connection with resource management in the school
respectively. Totally, 100 respondents meaning 70 teachers, 7 supervisors, 7 directors, 7 vice-
directors and 5 Head of Woreda educations, 4 PTSA members was selected as a sample of the
study from the total population.

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 Table: 1 summary of total population and sample size.
S/N Type of respondent Total population Sample size Composition Sampling techniques

1 Teachers 210 70 33.30% Simple random sampling

2 Director and vice- 14 14 100% Purposive sampling
director
3 Supervisor 7 7 100% Purposive sampling
4 Woreda education 5 5 100% Purposive sampling
head
5 PTSA 10 4 40% Simple random sampling

2.5. Data Collection Instruments

The data collecting techniques was selected based on the nature of the study types of respondent
data processing mechanism and the type of the data itself. Three instruments were used in the
process of gathering the important data for the study. These are questionnaires, interview and
document analysis. Question was used as main tools to gather data from the data sources of the
research. Personal interview was used as a data collection tools because it was get useful
information about fact, people, believe value, and respective about fact, feelings, motive present
and past behaviors. The document related to educational leadership development practice and
challenge was secured from school and zonal education department.

2.6. Validity and Reliability of the Instruments

Both quantitative and qualitative data analysis method was employed in order to answer the basic
research questions and to achieve the objectives of the study. Accordingly, for realization and
successful accomplishment of the study, the collected data was recorded, edited, organized,
analyzed, and presented interpreted in relation to research questions. These were done both
quantitatively and qualitatively by using descriptive statistical tools such as tables, figures,
percentages and means for data has been collected through questionnaires, whereas description
of finding were used for data collected through interview and document analysis.

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 2.7. Procedures of Data Collection

In the beginning, the researcher visited the zone education bureau and discussed on the
importance of the research with regarded bodies of the identified Offices using the letter of
cooperation given to him from Gambella University. Upon agreement, the letter was sent to their
respective Secondary Schools. Then the researcher visited the schools to discuss with principals
and vice principals on the importance of the research after submitting the letters from Zone
education bureau. Respectively, before administering the questionnaires for data collection in the
sample secondary schools, the respondents was informed about the importance of the study and
how to fill the questionnaires by the researcher. After getting oral information from sample
respondent teachers, the questionnaire was distributed to the respondents. Enough time was
given to them to fill the questionnaires. Also an interview was conducted face to face with an
interviewer. Finally, document investigation was made by the researchers.

2.8. Methods of Data Analysis

Once the data was collected and gathered from the respondents, the next phase is analyzing of
the given data. Depending on the nature of the variables quantitative as well as qualitative data
analysis method was employed. To begin the analysis, first respondents were categorized under
different groups in terms of the practices that they have in leadership activity. Then, different
characteristics of respondents were analyzed by using frequency and percentage. Secondly, the
quantitative data obtained through Likert Scale in questionnaires were organized and tabulated
around the sub-topics related to the research questions. Descriptive statistics like arithmetic
mean, standard deviation, weighed mean were calculated for those items prepared in Likert type
of scale. For more advanced statistical operations and decision making, data was inserted into
modern statistical software or SPSS (version 22) program and further analysis were done. A five
point Likert Scale ranging from strongly agree to strongly disagree were used for the sake of
analysis and interpretation. Therefore, the mean values <1.49 as strongly disagrees, 1.5 between
2.49 as disagree, 2.5 between 3.49 as undecided, 3.5 between 4.49 as agree and 4.5 between 5.00
as strongly agree implementation of the items. For the case of analysis strongly agree and agree
indicate effective implementation of each item in the school and undecided presents neither
positive nor negative agreement.

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 2.9. Ethical Issue

The study was conducted by taking various ethical issues under consideration. All the research
participants included in this study was appropriately informed about the purpose of the research
and their willingness and consent was secured before the start of distributing questionnaire and
asking interview questions. Regarding the right to privacy of the respondents, the study
maintained the confidentiality of the identity of each participant. In all cases, names were kept
confidential thus collective names like respondents have been used. In general, the researcher did
not try to personalize any of the reaction of the respondents during data presentations, analysis
and interpretations. Besides, all the resources used for this research have been appropriately
acknowledged.

3. Result
3.1. Characteristics of Respondents

As shown in table 2 item 1, 67 (95.71%) of teachers, 14 (100.0%) of school principals and 6

(85.71%) of supervisors, 5 (100.0%) of Woreda education and 4 (100.0%) of PTSA were males
respondents respectively. while the remaining 3 (4.29%) of teachers and 1(4.29%) of supervisors
were female respondents respectively. According to this data, almost 96.0% of the respondents
were males and only 4.0 % were females in all positions. This show that the females
participation, as compared to their male counter parts, were low both in the teaching and
leadership position at secondary schools level.

Table 2: Characteristics of Respondents In Terms of Sex, Age, Level of Education, area of

specialization and Work Experience

№ Item Categories of Respondents Total

Item Teachers Principals Supervisors Woreda PTSA
Bildung
N % N % N % N % N % N %
1 Gender Male 67 95.71 14 100 6 85.71 5 100 4 100 96 96.0
Female 3 4.29 - - 1 14.29 - - - - 4 4.00
2 Age 20-25 2 2.86 - - - - - - - - 2 2.0

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 26-30 25 35.71 3 21.43 - - - - - - 28 28.0
31-35 17 24.28 8 57.14 5 71.43 1 20.0 1 25.0 32 32.0
36-40 24 34.29 3 21.43 2 28.57 2 40.0 1 25.0 32 32.0
Above 41 2 2.86 - - - - 2 40.0 2 50.0 6 6.0
3 Educational Below grade 12 - - - - - - - - 3 75.0 3 3.0
level Diploma - - - - - - - - 1 25.0 1 1.0
B.A/B.SC/B.Ed 62 88.57 10 71.43 6 85.71 5 100 - - 83 83.0
.
M.A/M.SC 8 11.43 4 28.57 1 14.29 - - - - 13 13.0
4 Area of Other Subject 67 95.71 12 85.71 7 100 5 100 4 100 94 94.0
specialization School 3 4.29 2 14.29 - - - - - - 6 6.0
Leadership
5 Years of Under 5 6 8.57 - - - - - - - - 6 6.0
service 6-10 34 48.57 2 14.29 - - - - 1 25.0 37 37.0
11-15 16 22.86 6 42.86 2 28.57 1 20.0 1 25.0 26 26.0
16-20 12 17.14 4 28.57 4 57.14 4 80.0 2 50.0 26 26.0
Above 20 2 2.86 2 14.29 1 14.29 - - - - 5 5.0

As can be seen from table 2 of item 2 only 2.86% of teachers were in the age range of 20- 25
years, 35.71% of teachers and 21.43% of principals were in the age range between26-30 years.
24.28% of teachers, 57.14% of principals, 71.43% of supervisors, 20% of WEOs and 25.0% of
PTSA were in the age range between 31-35 years. Moreover 34.29% of teachers, 21.43% of
principals, 28.57% of supervisors, 40.0% of WEOs, and 25.0% of PTSA were in the age range
between 36-40 years. 2.86% of teachers, 40.0% of WEOs and 50% of PTSA were in the age
range of 41 and above years. As reflected in table majority of teachers, principals, supervisors,
WEOs and PTSA of the sampled Secondary Schools were found to be in the age range of 31-40
years. So that as the information obtained from the age of the respondents it is possible to obtain
matured idea about the practices and problems of secondary school leadership.

Regarding the qualification of respondents as indicated in table 2 above of item 3, 75.0% of

PTSA leaders were below grade 12 and 25% of PTSA leaders were diploma holders. But

10
majority of teachers (88.57%), principals (71.43%) and all of WEOs (100%) and supervisors
(100%) were BA/BSC/BEd holders. Thus, it can be concluded that most secondary school
teachers have necessary minimum requirement needed qualification for secondary school level.
But only 11.43 % of teachers and 28.57% of principals were MA/MSC degree holders.

Regarding item 4 of the above table 2, teachers, school principals, supervisors and WEOs were
asked to indicate their areas of specialization. Accordingly, 95.71% of the teachers, 85.71% of
the school principals, 100.0% of supervisors and 100.0% of WEOs were academic subject area
graduates respectively. While the remaining 4.29% of teachers and 14.29% of the school
principals were a graduate of school leadership respectively. As these data show, 6(6.0%) of the
school principals and supervisors in the secondary schools of Nuer Zone, Gambella Region were
subject area graduates. This might have its own negative implication on the overall success of
leaders in the implementation of their respected roles in their respective schools.

In this study, looking in to the work experience 6.0% of the respondents had 1 to 5 years’
experience, 37.0% of respondents had 6 to 10 years’ experience, 26.0% of respondents had 11 to
15 years’ experience, 26.0% of respondents had 16 to 20 years’ experience and the remaining
5.0% of respondents had above 20 years of experience. This implies that 12.0% of respondents
was under ten years’ experience and need more support from the school leaders.

3.2. Respondents View towards Principals Interests and Ways of Assignment

Principals are regarded by many educationalists as having the central and leading role in the
successful operation of the teaching and learning process. Therefore, the following table
illustrates briefly respondents view ways of assignment and interest.

Table 3: Interest and ways of assignment of the School leadership (principals)

№ Item Categories of Item Respondents

Teachers Principals
N % N %
1 Before you were a principal of Yes 11 78.57
this School, did you want to be a No 3 21.43
principal?

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2 Position attainment condition of By competition based on their 24 34.29 12 85.71
school leadership merit
Based on the directives set by 13 18.57 2 14.29
MoE
Close involvement in 33 47.14 - -
Supporting government
policy
3 How do you rate the extent of Very Good 9 64.29
your School leadership success? Good 5 35.71
Fair - -
Poor - -

Item 1 of table 3 below, 78.57% of principals had interest to be in a leadership position before
holding the position. Whereas 21.43% of principals did not have any interest before they came to
leadership position. This item was accompanied with open ended question for why principals did
like or didn't like the position. Accordingly about 78.57% suggested that they liked because they
want to develop experience how to lead organization and to get advantage in case of better salary
than when they were a teacher. The rest 21.43% of principals reasoned out that, they disliked the
position due to its complexity of work and challenging work.

Item 2 of table 3 above, the respondents were asked how the School leadership was assigned in
leadership position. Regarding this 85.71% of principal’s and 34.29 % of Teachers responded
that they were assigned to the position by competition based on their merit and 14.29% of
principals and 18.57% of teachers responded that they were assigned to position based on the
directives set by MoE. 47.14% of teachers responded that they were assigned to the position by
close involvement in supporting the government policy. However, it can be concluded that
majority of the school leadership were assigned by competition on the basis of their merit for
principal respondents and assigned to the position by close involvement in supporting the
government policy for teachers view.

Item 3 of table 3 show that, the extent to which School leaderships success in managing the
School. Based on this 64.29% of principals rated very good and 35.71% principals rated good.
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 Therefore, it is possible to conclude that principals were in a very good position in managing the
Schools under the study.

3.3. Roles of school principals

The accomplishment of any instructional leadership practices are predominantly determined by

the extent to which instructional leadership dimensions are employed within the secondary
schools. In this manner, the hugest measurements and their usage in the study area such as
defining mission and practice of the leadership are discussed below.

3.3.1. Defining the School Mission

Regarding framing the school goals and communicating the school goals, ten items that label the
extent of implementation of the dimension were presented to the group of teachers and school
principals an investigated under table 4 and 5 separately. Both groups of respondents were asked
to rate from strongly agree to strongly disagree depending on the degree of implementation of
the items in their schools. In the process of data analysis, the scales strongly agree and agree
show effective implementation of each item in the dimension; whereas undecided presents
neither positive nor negative agreement. On the other hand, the scales disagree and strongly
disagree indicate low implementation of the items in the sample school.

Table 4: Framing school goals

№ Item description The Respondents Response

Teachers Principals Comparing means by
using t-test
How the school principals Mean STD Mean STD W.M T-value df Sig (2
frame the school goals tailed)
1 Develop a focused set of 4.23 0.65 4.13 0.76 4.18 1.24 82 0.645
annual school-wide goals
2 Frame the school's goals in 4.12 0.89 4.07 0.88 4.09 1.08 82 0.134
terms of staff Responsibilities
for meeting them

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3 Use needs assessment or other 4.78 0.76 4.35 0.63 4.56 1.62 82 0.435
formal and informal Methods
to secure staff input on goal
development
4 Use data on student 4.09 0.87 3.54 0.56 3.81 1.86 82 0.764
performance when developing
the school's academic goals
5 Develop goals that are easily 3.65 0.58 4.65 0.74 4.15 1.26 82 0.065
understood and used by
teachers in the school
Average mean value 4.17 4.15 4.16

In this study from table 4 above, confining the school goals saw as on agree scale as showed in
the average means of 4.17 and 4.15 by teachers and school principals respectively. In like
manner, there appears to be an understanding between the reactions of school principals and
teachers with respect to the significant capacity of encircling the school goals. The two groups
have rated the implementation of this dimension as agreed. This suggests the primary
measurement had average level of implementation in the secondary schools of Nuer Zone,
Gambella Region.

Table 5: Communicate the School Goal

№ Item description The Respondents Response

Teachers Principals Comparing means by
using t-test
How school principals Mean STD Mean STD W.M T-value Df Sig (2
communicate the school goal tailed)
1 Communicate the school's 3.97 9.54 4.67 1.04 4.32 1.56 82 0.083
mission effectively to members
of the school community
2 Discuss the school's academic 4.12 0.82 3.86 0.86 3.99 1.20 82 0.194

14
 goals with teachers at faculty
meetings
3 Refer to the school's academic 3.43 0.58 3.25 0.65 3.34 0.98 82 0.476
goals when making curricular
Decisions with teachers
4 Ensure that the school's 3.89 0.47 4.01 0.73 3.95 1.87 82 0.645
academic goals are reflected in
Highly visible displays in the
school(e.g., poster or bulletin
boards emphasizing academic
progress)
5 Refer to the school's goals or 4.11 0.92 3.21 0.039 3.66 1.14 82 0.536
mission in forums with
students (e.g., in assemblies or
discuss )
Average mean value 3.90 3.80 3.85
As demonstrated in table 5 above, imparting the school goals found to be on agreeing scale as
indicated in the average means of 3.90 and 3.80 by teachers and school principals respectively.
Likewise, there appears to be an understanding between the reactions of school principals and
teachers with respect to the significant capacity of setting the school visions and defining school
mission. Both groups have rated the implementation of this dimension as agreed.

3.4. The Practices of School Leadership

The key managerial practices of secondary school leadership presented below are believed to
reflect the practices of secondary school principals. Hence to evaluate to what extent the school
leaderships practices the managerial roles 5 Likert type items were forwarded to the respondents.
The items were rated on 5 points frequency indicators (strong agree = 5, Agree =4, Undecided
=3, Disagree =2, stromg disagree =1). The practices and problems of the school leaderships were
interpreted using the mean obtained as follows. < 1.49 = extremely disagree 1.5 - 2.49 =
disagree, 2.5 - 3.49 = undecided 3.5 - 4.49 = Agree, > 4.5 = extremely agree

15
 Table 6: The practices of school leadership

№ Item description The Respondents Response

Teachers Principals Comparing means by
using t-test
Mean STD Mean STD W.M T-value df Sig (2
tailed)
1 Participatory Practices of 3.33 0.49 3.55 0.76 3.44 0.43 82 0.062
School Leadership
2 Supervision related Practices 3.04 1.05 3.21 0.98 3.12 0.21 82 0.184
of leadership
3 School Leadership Practices in 2.94 0.88 3.53 0.12 3.23 0.51 82 0.163
Creating School Community
Relationship
4 Curriculum development 3.34 0.29 3.46 0.86 3.40 0.45 82 0.439
practice of School leadership
5 Staff Development Practice of 3.57 0.69 3.67 0.42 3.62 0.68 82 0.325
School Leadership
Average mean value 3.24 3.48 3.36

From the results in table 6 above with average mean value of 3.24 and 3.48 by teachers and
school principals respectively, both groups have perceived that the managerial practices of
secondary school leadership had been undecided in implementing the instructional leaders’
functions in the sample secondary schools of Nuer Zone, Gambella regional. This approves that
both teachers and school principals faced difficulty to decide whether the managerial practices of
secondary school leadership were implemented effectively in their respective school or not.
Therefore, the above results from both teachers and principals showed that principals
performance in the managerial practices of secondary school leadership significantly low. An
independent sample t-test was conducted to compare the difference in response between school
principals and teachers in relation to leadership roles of maintain high visibility in schools. All
obtained t-values are less than t-critical (1.98) when tested at alpha level 0.05. As a result, there

16
 is no statistically significant difference in response between teacher respondents and instructional
leaders.

3.5. Challenges and Problem of Secondary School Leadership

The School leadership is the most visible and directly accessible representative of the School
management. Moreover, the School leaders retain ultimate accountability for the overall
operation of the School. Most studies on educational leadership revealed that the main function
of Principals as instructional leader is making effective teaching and learning. She/he also
expected to practice managerial responsibility as well. In practicing both instructional and
managerial responsibility in school setting, he/she was facing different problems. Based on this
assumption to identify the problems that secondary school leadership faces 3 major points were
listed in the questionnaire by using the Likert scale extremely agree=5, agree=4, undecided=3,
disagree=2, extremely disagree=1. For the purpose of analysis this major problems were
categorized under 3 groups. These were qualification and experience related problems,
organizing problem and situational problems. Finally, to see the effect of the problems on the
practice of School leadership the expected analysis was given accordingly in table 7 below.

Table 7: Challenges and Problem of Secondary School Leadership

№ Item description The Respondents Response

Teachers Principals Comparing means by
using t-test
Mean STD Mean STD W.M T-value df Sig (2
tailed)
1 Qualification and Experience 3.12 1.21 3.62 0.97 3.37 1.36 82 0.124
Related Problems
2 Organizing Problem 3.87 0.17 3.56 0.23 3.71 1.24 82 0.277
3 Situational Problems 3.65 0.68 3.57 0.49 3.61 1.67 82 0.543

In table 7 above, the item 1 deals with the qualification and experience problems of School
leadership’s. The mean value of Teachers were found to be (𝑋̅=3.12, SD=1.21) and show that the

17
undecided to the point. And the mean value of principals were found to be (𝑋̅=3.62, SD=0.62)
agree that the qualification and experience problems of school leadership. The overall mean
value (𝑋̅=3.37) which shows that the neutrality of the respondents with the point. From this the
researchers is interested to conclude that even though most of secondary school principals in the
study area were qualified with first degree in different field of education rather than in
educational leadership they are skilled to develop school plan from the knowledge obtained from
short training and there is lack of experience to tackle the problem that encounter the school
leadership.

In table 7 above in item 1 deals with organizing problems of the school leadership and practices.
Based on the result, the mean value of Teachers and Principals were found to be (𝑋̅=3.87,
SD=0.07) and (𝑋̅=3.56., SD=0.49) respectively agreed that there is organizing problem of the
school leadership and school practices. The overall 𝑋̅=3.71 shows the agreement of the
respondents with the point. Thus, it is possible to conclude that there is organizing problem of
the school leadership. The significance level (p=0.277) is greater than 0.05, this indicates that
there is no significant significance difference between the opinions of Teachers and Principals
regarding the issue.

Item 7 of table 6 deals situational problems for the School leadership. The mean value of
Teachers and Principals were found to be (𝑋̅=3.65, SD=0.68) and (𝑋̅=3.57, SD=0.89)
respectively agreed that there is a situational problems for the School leadership and practice.
The overall 𝑋̅=3.61 shows the agreement of the respondents with the point. Thus, it is possible to
conclude that there are situational problems for the School leadership. The significance level
(p=0.543) is greater than 0.05, this indicates that there is no significant significance difference
between the opinions of Teachers and Principals regarding the issue.

4. Discussion

In this study, our finding show that almost 96.0% of the respondents were males and only 4.0 %
were females in all positions. This show that the females participation, as compared to their male
counter parts, were low both in the teaching and leadership position at secondary schools level.
In the results majority of teachers, principals, supervisors, WEOs and PTSA of the sampled
Secondary Schools at Nuer Zone, Gambella Region were found to be in the age range of 31-40

18
years. So that as the information obtained from the age of the respondents it is possible to obtain
matured idea about the practices and problems of secondary school leadership in Nuer Zone
Gambella Regional state.

Our finding show that, most secondary school teachers in Nuer Zone Gambella region have
necessary minimum requirement needed qualification for secondary school level because only
11.43 % of teachers and 28.57% of principals were MA/MSC degree holders. [8] Stated that,
managerial skills are so closely interrelated that in practice that is difficult to determine where
one begins and another ends. However, it is generally agreed that supervisory management needs
more technical skills than managers at higher levels. Human skills are essential to effective
management at all levels. Conceptual skills become increasingly important as a person moves up
the managerial hierarchy.

[4] Pointed out the challenges that the educational leader’s encounters school principal had lack
of capacity to satisfy school organization, the developing through training, workshop and
seminar had great contribution to satisfy the school community. Most Principals lack the skill
and qualification of educational administration and these great challenges for educational
leadership development. Accordingly to this study, 95.71% of the teachers, 85.71% of the school
principals, 100.0% of supervisors and 100.0% of WEOs were academic subject area graduates
respectively. While the remaining 4.29% of teachers and 14.29% of the school principals were a
graduate of school leadership respectively. As these study show, only 6(6.0%) of the school
principals and supervisors in the secondary schools was graduate of school leadership of Nuer
Zone, Gambella region. This might have its own negative implication on the overall success of
school leadership in the implementation of their respected roles in their respective schools.

From the results of study, looking in to the work experience 6.0% of the respondents had 1 to 5
years’ experience, 37.0% of respondents had 6 to 10 years’ experience, 26.0% of respondents
had 11 to 15 years’ experience, 26.0% of respondents had 16 to 20 years’ experience and the
remaining 5.0% of respondents had above 20 years of experience. This implies that 6.0% of
respondents was under five years’ experience and need more support from the school leaders.
According [1], the methods improving or developing educational leaders are, set every one high
expectation include teachers, create learning environment that are collaborative and accepting of
everyone have a vision or plan, constantly find the way to improve instruction, stay with school

19
five and above years. In this study, the finding show that78.57% of principals had interest to be
in a leadership position before holding the position. Whereas only 21.43% of principals did not
have any interest before they came to leadership position.

The researcher argues that in study area there are leaders, who are appointed in a political
affinity rather than professional qualification in the area of educational leadership. Therefore it
will be the most important challenges for educational leadership development in secondary
school [4]. The case of politicization assignments in leadership position leads low educational
leadership development in secondary school. According to this study, the principals revealed
that, the majority of the school leadership was assigned by competition on the basis of their
merit. While the teachers revealed that, the school principals assigned to the position by close
involvement in supporting the government policy. According to [6], educational leadership
development is crucial tool for school effectiveness because if there is good educational
leadership development the school will be more effective to sum up for education leadership
development there are challenges that faces the educational leaders like politicization process of
leadership positions, leaders are appointed in a political agility rather than qualification. Our
findings show that, 64.29% of principals rated very good for their extent to which school
leadership’s success in managing the school. And only 35.71% principals rated good for their
extent to which school leadership’s success in managing the school. Therefore, it is possible to
conclude that principals were in a very good position in managing the schools under the study.

According to [15], the goal of educational leadership is leading to the improvement other
individual to make significant decision, creating and sustain competitive school providing
instructional guidance, developing and implementing strategic and school improvement plan,
supporting evaluating and developing teachers quality. In this study, confining the school goals
saw as on agree scale as showed in the average means of 4.17 and 4.15 by teachers and school
principals respectively. In like manner, there appears to be an understanding between the
reactions of school principals and teachers with respect to the significant capacity of encircling
the school goals. The both group’s teachers and school principals have rated the implementation
of this dimension as agreed. This suggests the primary measurement had average level of
implementation in the secondary schools of Nuer Zone, Gambella Region. Consistent to this
study, educational leadership duties should be effective defined through an understandings of the

20
practice that require to make an improvement in teaching and learning, the function of
educational leadership can contribute in making provision of guidance on the main
characteristics , task, responsibility of proficient leaders in the field of education [13].

[5] Suggested that the most successful educational leaders are open-minded ready to learn from
the others, flexible, to make progress in the school facing challenging circumstance. From the
results of this study, imparting the school goals found to be on agreeing scale as indicated in the
average means of 3.90 and 3.80 by teachers and school principals respectively. Likewise, there
appears to be an understanding between the reactions of school principals and teachers with
respect to the significant capacity of setting the school visions and defining school mission. Both
groups have rated the implementation of this dimension as agreed. According to [7], the most
challenge that the educational leaders is to understand the changing content and improve their
interpersonal and communication skill with the understanding that they are no longer the
authority figure but a partnership with others stake holders.

Educational leadership development is investing in future leaders by assisting department

official, school leaders and staff management teal to become better equipped to deal with
challenge through coaching mentoring and training [3]. From the results of this study, average
mean value of 3.24 and 3.48 by teachers and school principals respectively, both groups have
perceived that the managerial practices of secondary school leadership had been undecided in
implementing the instructional leaders’ functions in the sample secondary schools of Nuer Zone,
Gambella regional. This approves that both teachers and school principals faced difficulty to
decide whether the managerial practices of secondary school leadership were implemented
effectively in their respective school or not. According to [6], educational leaders continuant face
challenges and decision that involve tension between concern for either, care or rule care
encompasses, compassion, looking at individual circumstance and making decision that put care
and concern for the individual above the rule and policy. [2] Said that, educational leadership
development is defined as the types of growth or stage of development in the life cycle that
promotes, encourage and assist in the expansions of knowledge and expertise required to
optimize ones leadership potential and performance.

The finding show that, most of secondary school principals in the study area were qualified with
first degree in different field of education rather than in educational leadership they are skilled to

21
develop school plan from the knowledge obtained from short training and there is lack of
experience to tackle the problem that encounter the school leadership. [17] Noted that
unqualified secondary schools leaders do not create facilitated condition in arranging for staff
development. [6] Also explained due to existence of unqualified school leaders, school
instructional process remain in effective curriculum implementation become poor.

[9] pointed out that leadership development must still lag far behind the demand curve for
organization even though leadership development strategies are pervasive. Research, indicates
that organization are spending little time in implementing and evaluating the effectiveness of
their strategy and more specifically evaluating whether those strategy improved leadership skill
appear to be taken for granted by many corporation professional management associations &
consultant many organization assume that leadership development effort improve organizational
effort. An educational leaders use the following leadership strategies to change teacher’s
instructional practice. Similar to this study, the findings show that, there is organizing problem of
the school leadership. The significance level (p=0.277) is greater than 0.05, this indicates that
there is no significant significance difference between the opinions of teachers and principals
regarding the issue.

Accordingly [12] in ESDPIV one of the main challenges focus on to improve educational
leadership development an institutional level remained weak. Developing the skill capacity of
educational leaders through training, workshop and seminar has great contribution for the
educational leadership development in secondary school. Moreover, the finding revealed that
there are situational problems for the School leadership. The significance level (p=0.543) is
greater than 0.05, this indicates that there is no significant significance difference between the
opinions of teachers and principals regarding the issue. Educational leadership needs to have the
theoretical knowledge, skill, adequate experiences in the school leadership so as to play active
and effective leadership role in school development program [10].

5. Conclusion

The staff development program was not well practiced in the school. Staff development is
important for teachers to gain skills, new things and experience, in addition to that through

22
continuing professional development, short term training, best experience exchanges, workshops
and academic seminars conducted.

Autocratic styles of leadership were practiced in the secondary school, the participation in
decision making at school level was not allowed. School leaders did not use different styles of
leadership depending up on the situation and this in turn affected the participation and
involvement of teachers discouraged in teaching and learning process to achieve the objectives
of the school. On the contrary, democratic leadership styles influences the performance of the
school objectives positively and confidentially, because it motivated the whole staff to work with
the school management and school leadership to achieve the desired objectives.

Concerning the qualification, most school leaders in secondary schools of Nuer zone, Gambella
regional state are not qualified with educational leadership or not trained in the area of
educational leadership. So principal’s performances have a negative impact in the attainment of
the educational goals of the school.

Educational leaders were not stood themselves for change. Principals by themselves agreed that
they were in a lack Educational leadership background or qualification. They were some
organizational problems in effectiveness of School leadership practices. They were also
situation that influences the practice of School leadership in the School. Therefore the
government tried to bring change but leaders were not committed to facilitate it.

6. Recommendation

Based on the findings and conclusions arrived at, the following recommendations has been
given:

✓ It is advisable that school leaders exercised participatory problem solving approach

because participatory decision making build and maintain a trusting and conducive
environment in which teachers feel free and comfortable to be performed well the desired
objectives.
✓ Education bureau need to be better revise a clear job description that enables school
leaders’ focuses on the growth and development of school community; Woreda education

23
 office and zonal education department should encourage the involvement of school
leaders in research work by identifying the major problems to hinder to achieve the
desired objectives of the school.

Abbreviations

CEI: Center of Educational Institute

ESDP: Educational Sector Development Planning

MoE: Ministry of Education

SD: Standard Deviation

PTSA: Parent Teacher Student Association

SPSS: Statistical Package for Social Sciences

WEOs: Woreda Education Office

Acknowledgments

The researchers are grateful to Gambella University for the financially supported and
permission to use the data.

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