Principals’ power for achieving quality education in secondary schools of Ethiopia

Bibliographic Data

ID12928900
AuthorsMesfin Molla Demissie (0000-0001-7296-1327, corresponding author)
Year2022
Volume15
Issue2
Pages199-213
Publication date2022-08-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/17577438221117345
OpenAlexW4292265141
LanguageEN
Citations received2
References cited13

This study comprehends the power of Ethiopian secondary school principals and learns valuable theories and models towards the quality of education. The study was delimited distinctly in government secondary schools of Ethiopia especially in South Nations, Nationalities Peoples Regional State. Qualitative research method was utilized. Six secondary schools from the three zones (Gedeo, Sidama, and Hadiya) were chosen for the study. The participants were six principals, 3 heads of province/Zone Education Department, 6 heads of Kebele Education and Training Board, and 3 retired principals. The primary sources to gather information were interview, focus group discussion, and document analysis. The study revealed that a portion of the principals realizes their power yet neglect to appropriately exercise because of negative obstructions from local authorities. This could affect academic achievement of the students

Focus group · Government (linguistics · Local government · Medical education · Pedagogy · Political science · Power (physics · Preparatory school · Primary education · Qualitative research · Quality (philosophy · Secondary education · Social science · Sociology · State (computer science · State government · Global Educational Policies and Reforms · Psychology · Public Administration · Religious Education and Schools · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access