The purpose of the study was to investigate the practice and challenges of primary school leadership in Lasta Woreda. The study employed a descriptive survey method .Data was gathered from 173 teachers,20 school principals, 10 Woreda education experts and 4 cluster supervisors. Woreda education experts were selected using purposive sampling where as teachers and cluster supervisors were selected using comprehensive sampling techniques. To gather the necessary data, both closed and open ended questionnaires and interviews was applied. The appropriateness of the structured alternatives and open ended items were corrected and amend 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. Setting direction (0.884), understanding and developing people (0.822), developing the organization (0.912), managing the teaching learning program (0.804), and challenges of school leaders (0.810) were obtained. The quantitative data were analyzed by using frequency and percentage. While, the qualitative data analyzed qualitatively. The data gathered through interviews and open ended item questionnaires were used as supporting data which collected through questionnaires. The major findings of the study revealed that school leaders were incompetent in implementing the core leadership practices since they lack the required qualification and training. Regarding to setting direction, school leader doesn't set and provide direction and exert influence by developing the vision of the future. The way of developing people were not successfully practiced. Other findings that revealed school leaders do not enable function as a professional learning community to support and sustain the performance of teachers. School leaders were not managing the teaching learning process successfully. The study also indicated that heavy work load, holding the leadership position without any training, lack of confidence to exercise leadership and empower teachers in leadership position, lack of giving constructive feed back to teachers, unmotivated behavior of school leaders and unable to solve conflict in the school were the major challenges. whereas lack of professional training for leadership or training with educational planning and management; lack of required qualification, lack of sufficient budget, and absence of supportive staff members· were the major problems. From the above findings it can be conclude that the school leadership quality in the sample school was poor. Finally, based on the result and conclusions, educating and train school leaders, supporting, developing and assist school leaders are to address the practice and challenges of school leaders in order to practice successfully.

A THESIS SUBMITE IN PARTIAL FULFILMENT OF THE REQUIRMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATIONAL PLANING AND MANAGEMENT