The Practice of Educational Leaders to Empower Secondary School Principals in the Amhara Region, Ethiopia

Abstract

This study draws on qualitative methods survey research conducted to examine how public secondary school principals can be empowered to perform instructional leadership roles in the Amhara region, Ethiopia. The study relies on related literature review along with primary data collected through semi-structured interviews. The units of analysis were 12 owners of core process for teachers, principals and supervisors' development (OCPTPSD) and 6 head principals. These subjects were selected on the basis of inclusion criteria to make them eligible subjects using purposive sampling technique. Detailed reviewing of related literature to give profound insights about the research problems and objectives, semi-structured interview was included as tools of data collection. Interviews were recorded digitally so data could be transcribed for analysis. The data were analysed thematically. The literature study has contributed towards a better understanding about the concepts of instructional leadership and empowerment. Hence, a concise review of literature on instructional leadership and empowerment, their types and dimensions, obstacles and ways of improving empowerment have been given emphasis in this study. With regard to opportunities needed by principals, negative results were identified. The results of the study revealed that inadequate top management support, lack of awareness, absence of clear regulations on ways and tools of empowerment and insufficient funds, undue interference of top leaders, intimidation of principals and implementing unnecessary reshuffle of school principals were major challenges of empowering principals. Head principals reported that they have experienced more empowered when they have more socio-political support from top management, subordinates, peers, superiors and even customers. The researcher also recommended that principals should be provided with professional freedom to effectively perform instructional leadership roles. Therefore, policy makers are required to formulate and implement empowerment process model for principals of public secondary schools. Finally, this study challenges all leaders to rethink on how they can empower school principals to effectively perform instructional leadership roles in the Amhara regional state of Ethiopia.