Leadership, School Improvement and Effectiveness: The Experiences of the Schools Community in Ethiopia

Edamo, Dawit Legesse; Netshitangani, Tshilidzi

doi:10.33225/pec/18.76.587

Cited by 5 publications

(9 citation statements)

References 22 publications

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“…This can also be associated with the claims of Ray (2018) that managers who take on supervisory roles often serve as mentors. Likewise, Edamo and Netshitangani (2018) whose findings indicate that in schools where there is a strong collaboration of the necessary. Similar to the other categories, constant communication, awareness of the rules to observe, and the observance of context, were helpful.…”

Section: How District and Division Supervisors Addressed The Challeng...mentioning

confidence: 98%

Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

Bargo¹

2022

bjtep

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Challenges may be considered as one of the ingredients in the successful management and supervision of schools, reports, and accomplishments. Not to deny that the district and division supervisors are also experiencing these challenges even before the new normal. This study aims to investigate the challenges experienced by the district and division supervisors on the reports and accomplishments from the schools. This utilized phenomenology as a research design where data was gathered online and face-to-face from the 10 purposively sampled supervisors using a semi-structured interview guide. Results revealed that there were challenges experienced by them on the reports and accomplishments in terms of quality, efficiency, timeliness, and other factors. They have addressed these challenges considering the same parameters through constant consultations, focus group discussions, and learning action cell sessions. The implications to the strategic planning and direction of the supervisors in the Curriculum Implementation Division (CID) brought by these results are reflected together with conclusions and recommendations in the full paper.

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Section: How District and Division Supervisors Addressed The Challeng...mentioning

confidence: 98%

Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

Bargo¹

2022

bjtep

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“…| 457 external evaluation (Edamo & Netshitangani, 2018); the whole cycle requires 3 years of strategic planning and yearly action plans based on the results of self-assessment (Ebuy, 2010) (see Figure 1). Thus, in one way or another, it is evident that the absolute implementation of the SIP bank on principal leadership behavior should be apt for creating a favorable atmosphere for school teachers, staff members, and, most importantly, for SIP committee members that promote a coherent SIP process.…”

Section: The Ethiopian Contextmentioning

confidence: 99%

“…Ethiopia has exhibited a radical 500% improvement in basic or primary education enrollment (MoFED, 2012 Gurmu, 2020; Mitchell, 2015), despite the poor school infrastructure, instructional practice, school leadership, and underdeveloped education system (Yohannes & Wasonga, 2021). Hence, school principals in primary and secondary schools in Ethiopia officially obtained autonomy (decentralized system) in administering and decision‐making regarding financial, human, and physical resources through a feasible national package known as the General Education Quality Improvement Package (GEQIP) in 2007, which consisted of six sets of programs, namely, the School Improvement Program (SIP), Information Communication Technology (ICT), Civic and Ethical Education Program, Teacher Development Program (TDP), Curriculum Improvement Program, and School Management and School Leadership (Abdi, 2016; Ebuy, 2010; Edamo & Netshitangani, 2018; Gedifew, 2020; Gurmu, 2018; MOE, 2007). Above all others, the SIP entitles principals to acquire autonomous authority to lead SIP implementation by recruiting and inducting teachers, managing budgets, and participating in decision‐making regarding curriculum development and improvement (Mitchell, 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

Gao,

Khalid,

Lianyu

et al. 2023

Psychology in the Schools

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Unfortunately, the role of school leadership in fostering school improvement in non‐Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross‐sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement.

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“…This finding was also supported among the least developed countries. Edamo (2018), conducting a quantitative study focussing on the level of parental involvement and its implications for student's learning in secondary schools in Ethiopia, found that there was very low parental involvement which was limited to sending children to school. Sapungan and Sapungan (2014), who have been school administrators for over a decade in Bahrain and the Philippines, underscore the notion that over the years parental involvement has been on a steady decline much to the frustration of principals and teachers whose efforts to boost parental involvement are proving futile.…”

Section: Evidence Of Problem From International Literaturementioning

confidence: 99%

“…In the province of Saskatchewan in Canada, there was an amendment to the provincial/territorial Education/School Acts to mandate the implementation of a School Community Council in every public school to encourage the active involvement of parents and community (Preston, 2011). Such policies also exist on the continent of Africa in countries such as South Africa, Kenya, Uganda, and Ethiopia (Edamo, 2018;Magwa & Mugari 2017).…”

Section: Evidence Of Problem From International Literaturementioning

confidence: 99%

It Takes a Village to Raise a Child: School, Family, and Community Involvement in High Schools in Jamaica.

McPherson¹

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AbstractResearch indicates that schools that involve the family and community in a mutual and collaborative relationship are generally more successful. This relationship is endorsed by all stakeholders as a launchpad to boost the academic performance of children, increase school retention, motivate students, and strengthen families and communities. However, despite the compelling case for school, family, and community involvement, there is relatively little empirical evidence documenting its merits (practice and subsequent outcomes) in developing countries including Jamaica. A qualitative case study of four Jamaican high schools was employed to document the merits of school, family, and community involvement, and data was collected using interviews, observations, and document reviews. Epstein’s Theory of Overlapping Spheres of Influence and six typologies of school, family, and community involvement helped guide the research to facilitate the comparison of the ways in which schools that have been ranked high and low- performing by the National Education Inspectorate, Jamaica involve the family and community. The research looked at the strategies schools used, the possible outcomes of this involvement, and the challenges faced. The study offers a revised theoretical framework of Epstein’s model applicable to the Jamaican context and, potentially, to similar developing countries. Key findings reveal that both high and low-performing schools experience challenges in involving the families and communities, but the high-performing schools are intentional and make school, family, and community involvement a priority. The high-performing schools have strong leadership, and their involvement programmes are multidimensional and linked to particular areas of engagement. These schools exude an atmosphere of positivity and commitment to the process; they are student-focussed; they build relationships, collaborate, and form partnerships with stakeholders; and family and community involvement is a school-wide initiative. This led the schools to experience the greatest overlap with the family and community based on Epstein’s theory. In addition, this study shows that leadership is crucial to the success of a school, family, and community involvement programme. Therefore, it is proposed that leadership be embedded at the centre of Epstein’s model. This research provides some benchmarks for further similar studies in Jamaican or international school settings, especially in developing countries, and provides critical information for families, teachers, policymakers, and school officials attempting to design and implement family and community involvement initiatives. The study also identifies key implications for further research, policy, and practice for education policy planners. Keywords: school, family and community involvement, school and family involvement, school and community involvement, low-performing schools, high-performing schools, high school, Jamaica.

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Leadership, School Improvement and Effectiveness: The Experiences of the Schools Community in Ethiopia

Cited by 5 publications

References 22 publications

Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

It Takes a Village to Raise a Child: School, Family, and Community Involvement in High Schools in Jamaica.

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