Abstract:
The aim of this study was to investigate the current leadership practices of School
improvement program and to find out leadership challenges hindering the effective
implementation of School improvement program in the primary schools of Moretina Jiru
woreda. The research methodology used in the study was both quantitative and qualitative
approaches which follows the descriptive survey research design. Consequently, a pre-tested
q,uestionnaire was filled by teachers, and students. For the qualitative portion, interviews
were administered. The sample of respondents were selected from the population and 132
teachers and 253grade 81h students were selected by simple random sampling method.
'!'eachers and students were questionnaire respondents, whereas 8 school principals,
education office head and woreda administrator were selected for the key informant 3 7 3 out
!JJ;,the 495 distributed questionnaires were given back, producing an overall 96.881Jf> return
rate. The reliability statistics result in the students' questionnaire items was found to be 0.81
and for teachers' questionnaire items was found to be 0. 72 which is acceptable. Descriptive
statistics such as frequency percentage, mean, standard deviation and inferential statistics,
one sample I-test was taken to analyze the questionnaire. The findings of this study revealed
that major roles of leaders in practicing school improvement program such as fostering
effective relationship, represent visionary/ leadership, providing instructional leadership,
especially in achieving student academic performance, and facilitating and developing
'
leadership has not been working effectively. lack of skill, lack of commitments, and lack of
collaboration among stakeholders are the major leadership challe!1-ges in the implementation
of school improvement pN.Jgram.
Finally, based on the findings, conclusions, and
recommendations were made on capacity building and empowering of school leaders on
transformational and instructional leadership to do their work effectively. School leadership
should mobilize the community for the effectiveness of the program .