The objective of this study was to analyse the teacher training system in Ethiopia with the view to identify opportunities for revitalization. The analysis started with a desk review before proceeding to a survey. This was conducted in South West Ethiopia. The analysis of the teacher training system was framed in line with teachers' social status of teaching profession; modalities of the teacher education program; program structure and curricula; teacher education and school partnership; qualification requirement; processional development and teacher competences. The findings confirm weak social status of the teaching profession and statistically significant difference between students' and teachers' perception of teacher competence. Gaps in the structure and curricula of teacher education programmes; school partnerships; and teacher qualification requirements are noted. Review of teacher training programmes, improving teachers' benefits and establishment of a quality assurance mechanism in teacher education are recommended.

The primary intention of this study was to examine the practices of school leadership and leadership development from the views of stakeholders. The study employed a cross-section survey research method as this enables to assess the issue in its natural setting. The data sources for the study were students, teachers, supervisors, principals, TDP core process owners and Woreda and Zone Education Officers. Data were collected through questionnaire, interview and focus group discussions with key stakeholders. Finally, data were categorized and analyzed using frequency, mean score and verbatim. Accordingly, the finding of the study revealed that leadership practices were not participatory, tasks remain in principal offices, teachers are less encouraged to take part in leadership and principal is the sole decision maker. Furthermore, the study result also disclosed that there was no balance between the theoretical knowledge and practical skills in school leadership development. The leadership development either tilted towards the theory or the practical skills whereby the school leadership training was so fragmented like PGDSL, PGCPSS, PGCPS, EDL, EDPM, and ScL programs. Therefore, from this it can be concluded that leadership succession was one of the future challenges of identifying and recruiting school leaders. Hence, for better school leadership development and to get the best out of it, the education offices at various echelons need to create a well-organized and comprehensive training program unlike the current fragmented approaches of leadership development practices.