The aim of the current research was to analyse existing trends in school leadership and to
explore how transformational leadership could be the root for aligning the Growth and
Transformation Plan (GTP) with school change and transformation. Accordingly, the study
was conducted in two phases. The first phase was to identify the type of leadership style
currently practised by school leaders (principals). The second phase was to implement
transformational leadership in the educational leadership system of the country.
In this research project, the researcher used the mixed-method approach. The data collection
methods used were a structured questionnaire and unstructured interviews. Data were analysed
using the Social Sciences Statistical Package (SPSS) and the computer data analysis system for
the ATLAS-TI software.
The general findings of this study are the following: currently the transactional leadership style is
more common among school principals in Ethiopia. Many respondents explained that the focus of
their principals was on routine work and much of the training content provided by Region
Education Bureau (REB) was not related to the actual problems of schools, which made them
reluctant to work towards the development of their school. The other major finding was that school
leaders had no motivation to develop and maintain the teachers’ commitment for effective teaching
and school reform. Teachers perceived their principals as passive and inactive in their efforts to
adjust themselves to reform and transformation in their schools. From the analysis of interview
data, it was found that the education plan, the GTP and leadership guidelines were not
synchronised; students, teachers, and school leaders were not visionary people who could
effectively facilitate the school reform and transformation. The interview results showed that the
current school leadership system is not transformational. Respondents confirmed that though in
some schools, leaders reflected some characteristics of transformational leadership, in most cases,
the prevailing practices in school systems reflected transactional leadership behaviour. Generally,
the results of analysis of both quantitative and qualitative data showed that in the Harari region
(Ethiopia) currently the most practised leadership style at school level is the transactional
leadership one. After intervention, at the school level, the transformational leadership style (TrLS)
began to be implemented by principals as opposed to the transactional leadership style. Therefore,
adequate training on the model of transformational leadership should be given to school
principals and community. In addition, continuous follow-up and updating the awareness of
school leaders is essential for effectiveness and quality of the school system. The Ministry of
Education (MOE) should incorporate transformational leadership behaviour in the national training programme for leadership in conjunction with the GTP for the incumbent school
leaders. / Educational Management and Leadership / Ph. D. (Education Management)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27470 |
| Date | 11 June 2021 |
| Creators | Abdella Yuya |
| Contributors | Lekhetho, Mapheleba |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (x, 196 leaves) : illustrations (some color), application/pdf |
Page generated in 0.0024 seconds