The challenges of principals in implementing quality education in secondary schools of Gedeo Zone, Ethiopia

Abstract

The central aim of this study was to investigate the challenges of principals in implementing quality education in secondary schools of Gedeo Zone, Ethiopia. The specific objectives of the study were to: identify the challenges faced by principals in implementing quality education in secondary schools, identify strategies and roles that principals used in implementing quality education in secondary schools, and find out how the principals deal with the challenges they face in implementing quality education in secondary schools. The main research question that this study sought to answer was: “What are the challenges faced by principals in the implementation of quality education in secondary schools?” To address this question comprehensively, a mixed methods research approach was used to collect data, making use of questionnaires and interviews. The participants included five secondary school principals, 157 teachers and 123 school leaders selected through purposive and simple random sampling techniques from 12 secondary schools that participated in the study. The findings suggest that most secondary school principals encounter multiple problems in their attempts to implement quality education. Though most principals have a sound theoretical knowledge of their roles, they experience practical impediments in their implementation endeavours. These barriers include a lack of basic instructional materials, student textbooks, teachers’ guides, and school facilities, shortages of electric power, a lack of competent and qualified teachers and a lack of active participation of stakeholders. Principals are not motivated to mobilise the concerned bodies and stakeholders to minimise the existing barriers. The quality of the principals’ leadership and their academic background were below standard. To address these challenges, it is recommended that principals create a school environment that will mobilise the stakeholders in a meaningful manner. Furthermore, the government should focus on providing the infrastructure for teaching-learning in secondary schools to alleviate the challenges that affect the implementation of quality education.