Abstract:
The main aim of this study was to assess the school leadership practices and challenges in enhancing the
quality of education in secondary schools within the Harari regional state. Specifically, it assessed the
practice of school leaders, explored the impact of leadership practices on education quality, and identified
challenges faced in enhancing quality of education. A descriptive survey method of study was designed for
the purpose of the study. Both qualitative and quantitative data were obtained through questionnaires,
interview and document analysis. The quantitative data were collected from 363, 342 teachers and 21 vice
principals and principals from six urban government secondary schools selected through purposive
sampling. Qualitative data were gathered from six secondary school supervisors. Descriptive statistics,
such as frequency, mean, and inferential statistics like independent sample t-test and regression were
employed for quantitative data analysis, while thematic analysis was used for qualitative data. Findings
reveal that a significant number of school principals lack formal training in educational leadership.
Selection processes for principals often neglect merit-based criteria. Parental involvement in school
governance is minimal. Leadership styles among principals focus on instructional guidance rather than
punitive measures; however, their decision-making lacks comprehensive staff engagement. Issues such as
insufficient professional development for teachers and inadequate resource management further impede
educational effectiveness. The regression analysis highlights that community involvement, instructional
leadership, decision making styles, and resource management are pivotal to quality education, with
instructional leadership being the most influential factor. Challenges identified include difficulties in
engaging parents, inadequate resources, high teacher turnover, and insufficient support from educational
authorities. These findings emphasize the necessity for strategic interventions to address leadership gaps
and improve the overall education quality in Harari’s secondary schools. Recommendations include
enhanced training for school leaders, increased parental involvement, and improved resource allocation
to foster a conducive learning environment
