Abstract:
The purpose of this study was to examine the extent of secondary school principals RSR practices
and the problems encountered related to these activities. The study employed a descriptive survey
method. Data was gathered from 146 teachers, 30 PVPs, and 46 TPSs selected from secondary
schools and districts in the zone using stratified and simple random sampling techniques.
Questionnaires both open and close ended, and interviews were the main instruments used to collect
data. The appropriateness of the structured alternatives and open- ended items were corrected and
amended by the advisor and experts for its face validity. And the reliability estimates of Cronbach 's
alpha were calculated. Accordingly, the reliability coefficients for each sub scales were found to be
as follows: recruitment practice (0. 784), selection practice (0. 822), retention practice (0. 912),
recruitment challenge (0.804), selection challenge (0.810) and retention challenge (0. 763). The
quantitative data were analyzed by various statistical tools such as, standard deviation, weighted
mean, one sample t-test, one way ANOVA and z-test. On the other hand, the qualitative data were
analyzed qualitatively. The data gathered through open ended questionnaire and interviews were
used as a supporting data. And the data was presented by using tables and figures. The major
findings of the study revealed that the degree of secondary school principals RSR practices in the
zone were inadequate; where the degree of retention practice was the least followed by the
recruitment and selection practices. The most common method that districts used to promote
secondary school principals recruitment, selection and retention was: notice board, employing test
and attractive salary respectively. The degrees of secondary school principals RSR challenges were
somewhat serious; where the degree of retention challenge was the most serious problem followed
by the recruitment and selection challenges. It was concluded that secondary school principals RSR
practice in the zone were uneven and poorly practiced activities. And the most commonly observed
problems in secondary school principals RSR practices were about the fairness and problems related
with the RSR committee. Therefore, the regional education office and zone education department
experts. cooperatively should assist districts in formulating and applying appropriate RSR programs.
