No abstract

This research study aimed at investigating varied challenges that principals have been facing in an endeavor of school improvement in terms of input, process and outputs in secondary Schools of Oromia Regional State, Ethiopia. In this study, a qualitative research approach was followed and as such the data were collected with the help of semi-structured interview guides and focus group discussions. The study employed clustering, stratified, random and purposive sampling techniques to select 6 zones of Oromia region out of 20; 80 sample secondary schools out of 30, to draw 45 interviewees and 36 discussants, respectively. In this way, the interviews were conducted with the interviewees and focus group discussions were carried out among the discussants. Data obtained from these informants were analyzed using thematic analysis and narrative methods and paraphrasing the results of the discussants. The study identified inactive involvement of key stakeholders in the schools’ affairs; a weak capacity building for the principals; poor effort and commitment of students for class attendance and improvement of academic results; shortages of standard facilities and inputs; weakness of the principals together with SIP committee in properly developing strategic plan of the schools were among the main challenges that hindered effectiveness of principals’ school leadership in overall improvement of the schools. Because of these and other factors a great majority of the schools stood at level two that is below the expected level (level three & four ) in the study area. Based on  the  findings, it was recommended that principals should be equipped with basic knowledge and skills of school leadership, necessary facilities and inputs need to be fulfilled by the concerned bodies and stakeholders should be re-oriented in order to contribute in all possible aspect for betterment of school performance.