Practice and Challenges of School Leadership in Government Secondary Schools of Dire Dawa Administration

Abstract

This study aimed to investigate the practices and challenges of school leadership in government secondary schools within the Dire Dawa Administration. The assessment focused on key operational areas of leadership. A descriptive survey method employing mixed approaches was utilized to gather relevant data from primary and secondary sources, including questionnaires, interviews, and document analyses. Out of the 11 governmental secondary schools, a sample of 6 was selected. These schools collectively housed 39 school leaders and 355 teaching staff members. From this pool, 39 school leaders and 157 teaching staff were chosen for the study. The findings revealed that a significant number of school leaders lacked adequate training in school leadership, many schools did not have clearly defined vision and mission statements, and community involvement in realizing school visions was notably minimal. To address these challenges, it is recommended that the Dire Dawa Educational Bureau appoint principals and vice-principals with appropriate qualifications, offer well- structured training programs in school leadership for inadequately prepared school leaders, and establish platforms for community engagement to enhance school governance and improve student learning outcomes.