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| dc.contributor.author | Bekele, Worku | |
| dc.date.accessioned | 2017-08-24T03:32:19Z | |
| dc.date.available | 2017-08-24T03:32:19Z | |
| dc.date.issued | 2012-08-24 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7803 | |
| dc.description | A Thesis Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Educational Leadership. | en_US |
| dc.description.abstract | This study was aimed to examine the full cycle primary school principals' leadership effectiveness from the life cycle situational leadership model perspective. To attain this purpose, descriptive survey research design. was employed. The size of population was 335. Of this, 218 teachers and 24 principals were involved in the study. Closed ended questionnaires and semi-structured interview were used as data collection instruments. These instruments were adapted from center of leadership study, but it was redesign.ed in the schools context of study area. The pilot study was conducted before the questionnaire was administered. The reliability of the scales was computed using Cronbach Alpha and the indices were: ability=0.89, willingness=0.92, leadership style-effectiveness=0.84, job satisfaction=0.87 and satisfaction with principals' leadership style=0.86. Both descriptive and inferential statistical analysis techniques were employed to compute data. 226 copies of questionnaire were properly filled in and analyzed using percentage, one sample t-test and independent t-test. Narration was used to analyze qualitatively collected data. Thus, the result of the study on teachers readiness level revealed that teachers are fairly distributed all over the four readiness levels.' low readiness, low to moderate readiness, moderate to high readiness and high r~adiness level with slightly higher percentage (37.17%) on mode~ate to high readiness level. Similarly, principals are exhibited all the four leadership styles telling, selling, participating and delegating with slightly higher percentage (33.19%) on delegating leadership style. In addition, according to life cycle situational model, the results showed that, even though principals were moderately effective in leading high readiness level teachers (52. 08%); they were ineffective in leading unable and unwilling, unable but willing, and able but unwilling teachers. Moreover, the one sample t-test result demonstrated that teachers were dissatisfied with their job (t=- 3. 094, df=201, p<0.05) and principals' styles (t=-3.55, df=201, p<0.05). The independent t-test result also revealed that satisfaction of teachers with their job (t=8.597, d=200, p< 0.05) and with their principals' leadership styles (t=9. 087, df =200, p< 0. 05) who perceive effective were higher than that of other groups who perceive ineffective. Therefore, it might be possible to conclude that principals were ineffective in leading teachers within different readiness levels with respect to life cycle situational leadership model prediction. Finally, it is recommended that introducing principals to know the different styles and the proper, situation through workshops, seminars and training or attending professional course in educational leadership is expected.from Woreda, Zone, and Regional Educational Bureau. | en_US |
| dc.subject | EDUCATIONAL PLANNING AND MANAGEMENT | en_US |
| dc.title | Primary School Principals' Leadership Effectiveness from the Perspective of Life Cycle Situational Leadership Model in Ambassel Woreda | en_US |
| dc.type | Thesis | en_US |
