A GLIMPSE AT PRINCIPAL PREPARATION IN OROMIA NATIONAL REGIONAL STATE: POLICIES AND PRACTICES - read online free

Oct 15, 2026

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Purpose –This study enhances understanding of principal preparation practices in Oromia NRS, Ethiopia, through a background discussion of the principal preparation policy. Design/methodology/approach –A qualitative case-study design analyzes Federal and Regional Education policies for selecting and preparing secondary school principals using semi-structured interviews and document analysis. Findings –Results highlight policy-practice gaps, non-merit selection criteria, and donor-driven short programs with shifting training structures. Practical implications address educational policy, planning, and practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Purpose

Design/methodology/approach

Findings

Originality/value

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Introduction

A GLIMPSE AT PRINCIPAL PREPARATION IN OROMIA NATIONAL REGIONAL STATE: POLICIES AND PRACTICES HAILE GETANEH BEFEKADU ZELEKE Addis Ababa University, Ethiopia ABSTRACT Purpose –This study aims to enhance understanding of the practices related to principal preparation in Oromia NRS, Ethiopia, by providing a background discussion on the principal preparation policy. Design/methodology/approach –The study employed a qualitative case-study design where Federal and Regional Education policies for the selection and preparation of secondary school principals were analyzed using semi-structured interviews and document analysis. Findings – The findings revealed the prominence ofpolicy-practice gaps as the principal selection was based on unwritten, non-merit criteria (where acquaintance and political loyalty dominated over merit).The finding also unveiled that the recent principal preparation programs particularly, EdL, PGDSL, and ScL were donor-driven, short-lived, and frequently changed (three times between only 2010/11 and 2014). Moreover, though the MA in ScL training curriculum-guide was found to be aligned with the competencies outlined in theNPSSPE, the absence of harmonized training modulesand the short duration of the training program were flaws. Originality/value –The study sheds light on the leadership preparation of secondary school principals in Oromia NRS and raises several issues and challenges. Practical implications –The findings from the study on leadership preparation practices for secondary school principals in Oromia NRS highlight several critical implications for educational policy, planning, and practice. INTRODUCTION Leadership is considered to be a major concern of an organization for it plays a pivotal role in determining the success of an organization. By the same token, there seems to be a consensus in the literature that schoolleadership is a key factor in school effectiveness (Hargreaves, et al., 1998, cited in Salfi et al., 2014; Leithwood et al., 2006; OECD, 2014) . Oftentimes, people associate a successful school with an equally successful principal. The implication is that the leadership behavior of the school principal and the performance of the school are related to one another. Evidence of the positive impacts of effective leadership is increasingly supporting the widely held notion that successful schooling depends on it (Hallinger & Snidvongs, 2008; Leithwood et al. 2006; OECD, 2014) . For instance, Leithwood et al. (2006) explore that “school leadership is second only to classroom teaching as an influence on pupil learning”( P. 4 ) . These researchers conclude that “there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership”(Leithwood et al., 2006, P. 5) which vividly calls for the pressing need for the professional preparation of school principals toenhance their school leadership skills, knowledge, and competencies. Invariably, school principals are required to play a vital role in improving school outcomes by thestrategic leadership position they occupy.To be an effective leader; however, they must learn and understand the importance of the various leadership roles and responsibilities that enhance Educational Planning | Summer 2025 64 Vol. 32, No. 3 positive performance within their respective schools which, in turn, calls for the pressing need for the preparation and development of principals. Strengthening this notion, Bush and Jackson(2002) maintained that,“…if schools are to be places in which teachers learn, teaching and learning are powerfully planned and delivered, students achieve and leadership is widely distributed; [then] the development of school leaders is a critical component in system building”(p.418).Eacott and Asuga(2014) in their study of school leadership preparation and development in Africa, emphatically argued that “without significant attention to the

FAQs

What is the purpose of the study on principal preparation in Oromia NRS?

The study aims to enhance understanding of principal preparation practices by providing background discussion on the principal preparation policy.

How was the research conducted?

It uses a qualitative case-study design, analyzing Federal and Regional Education policies through semi-structured interviews and document analysis.

What major issues did the study find in principal selection and preparation programs?

The study found policy-practice gaps and selection based on unwritten non-merit criteria, plus donor-driven, short-lived programs that changed frequently and lacked harmonized training modules.

Oct 15, 2026

Upload by moss~