Page 1 of 36
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 9
September 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 91
The Role of Transformational Leaders in Assuring Quality
Education: Its Practices and Challenges in Selected Secondary
Schools of Gedoe Zone, Snnpr, Ethiopia
Dr Bekurestion H/Silassie
Dilla Ethiopia
Acknowledgements
Above all, I would like to express our deepest and heartfelt thanks to Lord Jesus Christ who helped
us in every steps of our life.
I would like to express our genuine heartfelt gratitude to instructors, for their indispensable and
constructive comment, criticism.
Besides, I have to appreciate our staff members for their corporations up to end of this work.
i
Acronyms
GEQAPO- General Quality assurance process owner
GEQIP- General Education quality improvement program
MOE- Ministry of education
QIE- Quality improvement in education
QA- Quality education
QAE- Quality assurance in education
QAA- Quality assurance agency
SIP- School improvement program
MAP- Management and administration
SS- Schools supervision
PTA-parents and teacher association
Page 2 of 36
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 9
September 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 92
TL- Transformational leaders
SL-School leaders
SNNPR-Southern nation nationalities people region
ERIC-Educational resource center
UNICEF-United nation international children found
UNISCO- United nation international science and cultural organization
ii
Abstract
The study aimed to assists role of transformational
leaders in assuring quality education; its practices
and challenges in the government secondary
schools of Gedoe zone. A sample of one district
and from this 2 schools determined making use of
simple random sampling technique. There were 15
educational leaders, 18 teachers, 4 heads from
educational office, 4 GEQIP owners from sampled
woreda,5 cluster supervisors and 5 PTA chair
persons(representatives)from sampled schools.
The research only dealt with governmental
secondary schools. Quantitative questionnaires
with 72 items and 6 qualitative questionnaires for
teachers, educational leaders, and cluster
supervisors were used as the main instrument of
the study. Semi-structured interview for office
heads, GEQIP owners and PTA chair persons as
well as document analysis were employed so as to
obtain more reliable data. Data were analyzed
with SPSS for windows new version 20 i.e.
descriptive statistics (frequency and percentage)
and non parametric (inferential=chi-square) were
used. The results showed of the study that
principals’ transformational leadership practices
were low of teachers’ efficacy, job satisfaction and
organizational commitment had low. As perceived
by teachers’, educational leaders and cluster
supervisors, leadership competency, work load of
principals, low parental (community) involvement,
budget deficit (shortage), pressures of internal and
external forces, were highly affecting challenges
of transformational leadership practices in most
schools. Finally, the research suggested numbers
of ways to improve.
1.1 BACKGROUND OF THE
STUDY
The level of effectiveness of an educational
organization depends up on qualified,
transformational, and committed school
principals, teachers and school communities.
Page 3 of 36
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 9
September 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 93
The teachers, principals and school
community &their commitment emerges as a
significant factor towards school
effectiveness, several researchers consistently
have shown that commitment has positive
relationship with organizational performance.
Now a day’s many developing countries of the
world are increasingly striving for quality of
education. Several measures have been taken
to improve school setting and delivery of
education. One of these measures is the
introduction of quality assurance package.
This package was introduced to Ethiopian
schools in 2007 by MOE. Some of the
components of quality assurance are SIP and
management and administration program
(MAP).
Effective principals skillfully engage
stakeholder; e.g. students, teachers, specialists,
paraprofessionals, other support personnel,
families, business parents. Together they
develop child-centered communities that are
based on shared values and beliefs, coherent
visions of the future, & a mission to educate
all students well.
Transformational leaders who address the
need to clarity& prioritized a set shared
vision, collaborative goals –setting
&collaborative priority setting are effective in
assuring quality education as well as
improving schools conditions (Liethwood &
Jantzi, 2006).There is no powerful engine
driving on organization word excellence
&long-range success than an attractive worth
white common vision of the future.
The leaders promotes organizational systems
&structures that allows of the ‘’ongoing
refinement’ ’of administrative operation in
order to continuous improvement efforts.
Transformational leader builds commitment to
the organization’s objectives &empowers
followers to achieve these objectives of
organizations (Yukl, 1998).The effect of this
leadership behavior is that it inspires or
motivates followers, gains commitment from
followers, changes attitudes &supports the
goals of the individual &organization.
Effective principals encourage teachers’
leadership; team learning, flexibility, and
collegial self governance. They emphasize
innovation, collaboration& professional
growth. In educational settings, according to
Owens (2004), increasingly different
literatures describe the behavior of people in
high performing school as being consistent
with transformational leadership; similarly,
Bass& Steidmeire (1999) argues that
transformational leadership is more suitable
