Abstract:
The main purpose of this study was to examine practices and challenges of leadership in
implementing school improvement program in secondary schools of harari region.To conduct
this study, descriptive survey research design was employed. A total of 316 respondents (186
teachers, 6 principals, 6 vice principals, 6 supervisors, 6 unit leaders and 6 parent teacher
student association heads were included into the study. school leaders were selected using
census sampling while the teachers respondents were selected using stratified random
sampling techniques. The data were gathered through questionnaire and interview. Data
gathered through questionnaire were analyzed using percentage, frequency, mean and
standard deviation. Data obtained through interview and open-ended was qualitatively
analyzed. Findings from the data analysis revealed that teachers were scores undecided score
with regarded practices of school leaders in implementing school improvement program. The
study clearly indicated that school leaders were not clearly exercises the main activities of
school improvement program. In addition to this,Insufficient school facilities in practicing
SIP implementation, Shortage of training on implementing SIP, Unwillingness to encourage
staff involvement in planning of SIP activities , Reluctant to asses’ policy documents on SIP
implementation major challenges of in implementing SIP. Based on the summary of major
findings the following conclusionwere drawn. Insufficient school facilities, shortage of
training, school leaders lack awareness, unwillingness to encourage staff involvement,
reluctant to asses policy documents, absences of staff commitment in implementing SIP and
others staff lack of awareness and understanding of SIP implementation.Recommendations
were made. WEO in collaboration with zonal education office should provide short and long
term training to teachers and school leaders in the area of implementing school improvement
program to become powerful about the effectiveness of SIP. School leaders should stablish
collaborative relationship among school teachers and others in which they can share their
experiences, ideas and learn from each other’s concerning SIP implementation.
