FACTORS AFFECTING PRINCIPALS’ LEADERSHIP PERFORMANCE OF SECONDARY SCHOOLS IN AWBARE WOREDA, FAFAN ZONE, SOMALI REGION, ETHIOPIA

Abstract

This study aims to assess factors affecting principals’ leadership performance of secondary schools in Awbare woreda, Fafan Zone. The studies were conducted using simple random techniques and availability. Data for the study were gathered through questionnaires and interviews. Both primary and secondary sources of data were used. The questionnaires were distributed to 40 Teachers, 4 school principals’, vice principals’ and 2 expert education office, 50 filled the questionnaires and 20 respondents interviewed. The data from the questionnaire were analysed using SPSS version 20 software and descriptive. The interview data were also subjected to a qualitative analysis. The study's findings showed that certain qualifications fell short of what was needed for the level being examined. Furthermore, the results showed that the majority of principals received political approval and position nominations from higher authorities. The study's results also showed that secondary school principals primarily employed mixed leadership styles to sway the study's conclusion, which stated that the main issues facing principals in their study area were the three main problems that the principals' personalities, a lack of resources and facilities in the schools, and low staffprincipal relationships. The recommendation's main goal is to give trained school principals training opportunities so they can advance their careers and overcome obstacles to the proper application of leadership practices in schools. Lastly, it was suggested that positional appointment terms be made clear