SCHOOL LEADERSHIP PRACTICES AND CHALLENGES IN IMPROVING QUALITY OF EDUCATION IN SECONDARY SCHOOLS OF HARARI REGIONAL STATE

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