[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603213-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-603213-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","leadership-development-of-secondary-school-principals-in-oromia-national-regional-state-of-ethiopia-policies-and-practices","LEADERSHIP DEVELOPMENT OF SECONDARY SCHOOL PRINCIPALS IN OROMIA NATIONAL REGIONAL STATE OF ETHIOPIA - POLICIES AND PRACTICES","","The purpose of this study is to explore and contextualize leadership development practices of secondary school principals in Oromia National Regional State of Ethiopia using a parallel mixed research design. Data were collected from 48 principals and four education officials through questionnaires, semi-structured interviews, and document analysis. Descriptive statistics and thematic categorization were used to analyze quantitative and qualitative data. Results show 68.8% of public secondary principals were assigned without leadership preparation, with limited experience and scarce professional development, revealing a persistent gap between policy and practice.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/leadership-development-of-secondary-school-principals-in-oromia-national-regional-state-of-ethiopia-policies-and-practices/603213/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/leadership-development-of-secondary-school-principals-in-oromia-national-regional-state-of-ethiopia-policies-and-practices/603213.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is the objective of the study on secondary school principals in Oromia?","Question",{"text":61,"@type":62},"The study aims to explore and contextualize leadership development practices of secondary school principals in Oromia, focusing on how policies translate into real practices.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How was data collected and analyzed in the research?",{"text":66,"@type":62},"Data were collected from 48 principals and four education officials using questionnaires, semi-structured interviews, and document analysis. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed through thematic categorization.",{"name":68,"@type":59,"acceptedAnswer":69},"What are the main findings about leadership preparation and professional development?",{"text":70,"@type":62},"Most public secondary principals (68.8%) were assigned without leadership preparation and had limited principalship experience. Professional development opportunities were scarce, often self-initiated, and education-office-led initiatives were sporadic and unsystematic.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},603213,1792095905,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":126,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":78,"read_time":142},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","LEADERSHIP DEVELOPMENT OF SECONDARY SCHOOL PRINCIPALSIN OROMIA NATIONAL REGIONAL STATE OF ETHIOPIA: POLICIES AND PRACTICES  \nHAILE GETANEH TERFASA  \nAmbo University, Ethiopia  \nBEFEKADU ZELEKE KIDANE  \nAddis Ababa University, Ethiopia  \nABSTRACT  \nThe purpose of this study was to explore and contextualize leadership development practices of secondary school principals in Oromia National Regional State using a parallel mixed research design. Data were collected from 48 principals and four education officials via questionnaires, semi-structured interviews, and document analysis. Quantitative data were analyzed using descriptive statistics and qualitative data through thematic categorization. The findings ofthe study revealed that the majority (68.8%) of public secondary school principals were assigned to principalship positions without any form of leadership preparation and, hence, were found to be underqualified to lead at this particular level. Exacerbating the problem, a considerable number of them had no appreciable experiences in school principalship. The study further indicated that professional development opportunities were scarce, mostly consisting of self-initiated activities such as unstructured daily experiences and reading guidelines. Education office-led initiatives were also sporadic and unsystematic, focusing on experience sharing, school visits by supervisors, and occasional meetings at the Woreda level. Despite the Federal Ministry of Education’s efforts to establish policies for professionalizing educational leadership, there remains a significant gap between policy and practice, implying that these initiatives have not been effectively implemented on the ground.  \nINTRODUCTION  \nSecondary schools are places where the real catalysts of change and development are expected to be shaped. The success of schools in attaining these goals is; however, determined largely by the quality of its leadership (Bush & Jackson, 2002; Eacott & Asuga, 2014) . In this regard, international studies in educational leadership preparation and development note that effective schools have strong and effective leaders and leadership (Bush & Jackson, 2002; Bush & Oduro, 2006; Darling-Hammond et al., 2007; Huber, 2004; OECD, 2014). Conversely, as rightly put by Bush (2009)“where there is a failure, inadequate leadership is often a major contributory factor”(p.386) . Effective school leaders, who are recognized by eminent scholars for creating successful schools, do not just appear out of thin air; rather, they come out and pass through particular professional development or preparation pathways (NASBE, 2011; OECD, 2008) . Hernandez et al.(2012) also opine that principals’ quality is highly dependent on the quality of their preparation. The importance of preparing effective school leaders has specifically been emphasized that principals need continuous professional development opportunities to improve their leadership skills and remain up-to-date (Gumus, 2019; Gumus & Bellibas, 2016) . All these research results imply that the effective leadership development of the school principals and the performance of the schools are related to one another.  \nLeadership development refers to an intentional effort to provide serving school principals with opportunities to learn, grow, and change (Huber, 2005) . It refers to the capacity building of  \nEducational Planning | Spring 2025 161 Vol. 32, No. 2  \npositioned school leaders where they continually improve themselves through the formal and informal experiences of work requirements, training, and learning activities (Rushing, 2022; Sofo, 2012) . The fundamental elements of these learning strategies, which have drawn a lot of attention in the literature (Bolden, 2007; Bush, 2009; Bush et al., 2011; Cothern,2020 ), include induction, mentoring, coaching, networking, action learning, problem-based learning, and online learning. These are designed to help school leaders become more proficient in their","cbCaiduibg6SwAgk","https://ap.wps.com/l/cbCaiduibg6SwAgk","pdf",274447,"English","# Abstract\n# Introduction\n## Context and significance of school leadership\n## Concept and elements of leadership development\n## Ethiopian policy context and related research","[{\"question\":\"What is the objective of the study on secondary school principals in Oromia?\",\"answer\":\"The study aims to explore and contextualize leadership development practices of secondary school principals in Oromia, focusing on how policies translate into real practices.\"},{\"question\":\"How was data collected and analyzed in the research?\",\"answer\":\"Data were collected from 48 principals and four education officials using questionnaires, semi-structured interviews, and document analysis. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed through thematic categorization.\"},{\"question\":\"What are the main findings about leadership preparation and professional development?\",\"answer\":\"Most public secondary principals (68.8%) were assigned without leadership preparation and had limited principalship experience. Professional development opportunities were scarce, often self-initiated, and education-office-led initiatives were sporadic and unsystematic.\"}]","LEADERSHIP DEVELOPMENT OF SECONDARY SCHOOL PRINCIPALS IN OROMIA NATIONAL REGIONAL STATE OF ETHIOPIA - POLICIES AND PRACTICES | PDF",48]