THE ROLE OF SCHOOL LEADERSHIP IN ENHANCING COMMUNITY

ENGAGEMENT IN DECISION-MAKING IN SECONDARY SCHOOLS OF YEM ZONE,

CENTRAL ETHIOPIA REGIONAL GOVERNMENT

TIBEBU WOLDEMARIAM

A PROPOSAL SUBMITTED TO THE COLLEGE OF EDUCATION AND

BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT JIMA

UNIVERSITY

IN PARTIAL FULFILLMENT FOR THE DEGREE OF MASTERS OF ART IN SCHOOL

LEADERSHIP

NOV. 2023
JIMMA
 THE ROLE OF SCHOOL LEADERSHIP IN ENHANCING COMMUNITY
ENGAGEMENT IN DECISION-MAKING IN SECONDARY SCHOOLS OF YEM ZONE,
CENTRAL ETHIOPIA REGIONAL GOVERNMENT

TIBEBU WOLDEMARIAM SODA

ADVISOR DR.

DESALEGN BEYENE (PhD)

A PROPOSAL SUBMITTED TO THE COLLEGE OF EDUCATION AND

BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT JIMA

UNIVERSITY

IN PARTIAL FULFILLMENT FOR THE DEGREE OF MASTERS OF ART IN SCHOOL

LEADERSHIP

NOV. 2023

Jimma University
 Abstract:
This research will be carried out to examine the role of school leadership in enhancing community
engagement in decision-making in secondary schools of the Yem Zone in the Central Ethiopia Regional
Government. The study will utilize a descriptive method to acquire important and precise information.
The main objective is to investigate the role of school leadership in enhancing community engagement in
decision-making in secondary schools within the Yem Zone of the Central Ethiopia Regional
Government. The total population size is 221. This population includes 6 principals, 4 vice principals, 36
department heads, 36 SIC members, 36 KETB members, 16 teacher representatives, 36 school PTA
members, 18 local community organizations, 18 influential community bodies, 18 religious organizations,
2 local NGOs, 2 Zone Teachers Association members, 5 randomly selected zone departments, and 3
woreda and 1 town administration education units. Those individuals were selected through purposive
sampling technique. The data collection instruments will consist of both closed and open-ended Rikert-
scale questionnaires, focus group discussions, and document analysis. Descriptive and inferential
statistical analysis techniques will be employed to calculate the data. The researcher will use The SPSS
Statistical Software (ver. 20) method to draw out the results. Additionally, frequency and percentage will
be used to describe the characteristics of the study samples, and arithmetic mean and standard deviation
(SD) will be used. This study will inform decision-making and provide insights into effective strategies,
ownership, and collaboration of secondary schools within communities, active participation, and overall
student learning outcomes, enhancing community engagement, and improving educational practices in
secondary schools of the Yem Zone, Central Ethiopia Regional Government.
 Acknowledgement:
I wish to acknowledge with appreciation for the people who help me all that is necessary in various ways
made it possible for the completion of this work. First and foremost, I would like to thank Dr. Desalegn
Beyene for dearest unreserved guidance constrictive comments and professional advice to complete my
thesis work effectively.
Secondly, I would also like to express to my wife Tseganesh G/mariam in supporting me and our children
have been in need affection as well as refreshments cope with it all.
Thirdly, I would like to praise for my dear friend Ato Samuel G/Michael who has supported me
intellectually, morally and financially as need and has always encouraged in my work.
Lastly, I would like to praise the government of Yem zone which was supported me from the beginning to
the end by facilitating this educational opportunity.
 Table of content

Contents page
Chapter One................................................................................................................................................8
Introduction:...............................................................................................................................................8
1.1. Background................................................................................................................................8
1.2. Problem Statement:..................................................................................................................10
1.3. Objective...................................................................................................................................15
1.4. Significance of the study..........................................................................................................16
1.5. Basic questions.........................................................................................................................16
1.6. Scope of the study....................................................................................................................17
1.7. Delimitation of the study.........................................................................................................17
1.8. Limitation of the Study.............................................................................................................17
1.9. Definition of key terms............................................................................................................18
1.10. Organization of the study.......................................................................................................19
CHAPTER TWO.....................................................................................................................................20
Review of Related Literature..................................................................................................................20
2.1. Conceptualizing School leadership and Community Engagement.......................................20
2.2. School leadership and community engagement.....................................................................21
2.3. Importance of Community Engagement:...............................................................................21
2.4. Responsibilities of School Leaders in Community Engagement:.........................................22
2.5. Challenges to community engagement...................................................................................23
2.6. Strategies and approach that school leaders used to engaged communities........................24
2.7. Benefits of Community Engagement in Decision-Making....................................................25
Unit three.................................................................................................................................................28
The research methodology......................................................................................................................28
3.1. Description of the study...........................................................................................................28
3.2. Research design........................................................................................................................29
3.3. Research methods....................................................................................................................29
3.4. Sources Data............................................................................................................................30
3.5. Population................................................................................................................................30
3.6. Sampling Technique................................................................................................................30
3.7.1. Questionnaire.......................................................................................................................30
3.7.2. Focus Group Discussion......................................................................................................31
3.7.3. Document Analysis:.............................................................................................................31
3.8. Data Analysis............................................................................................................................31
3.9. Validity and reliability of the Data Collection Tools.............................................................31
3.10. Research Ethical Considerations........................................................................................31
List of abbreviation
CE – Community Engagement
CERG_ Central Ethiopia Regional Government
DM – Decision-Making
NEP_ National Education Policy
UNESCO – United Nations Educational, Scientific and Cultural Organization.
ZTA- Zone Teacher Association
YZ CERG_ Yem Zone, Central Ethiopia Regional Government
YZ_ Yem Zone
 Chapter One
Introduction:
This chapter deals with the background of the study, statement of the problem, research
questions, significance of the study, delimitation of the study, limitations of the study, definition
of key terms and organization of the study. School improvement helps to create a learning
environment that welcomes all learners. It enables teachers to be responsive to the diverse
learning needs of students in their teaching learning approaches. School Improvement; moreover,
is essential to enhance the involvement of parents and the community in school activities and to
improve the effectiveness of the school management.
1.1. Background
Education is an important tool to determining the development of a country. Therefore, in order to
overcome the challenges that are being faced in the education sector in the current era, it is necessary to
encourage the whole community to be engage and active participant in the structure. Effective school
leadership plays a crucial role in enhancing community engagement in decision-making processes. School
leaders, such as principals or head teachers, serve as a bridge between the school and its surrounding
community, fostering collaboration, inclusivity, and shared decision-making. This engagement helps
create a positive and inclusive school culture that benefits students, teachers, parents, and the broader
community. Research has highlighted the significance of school leadership in promoting community
engagement. Henderson and Mapp (2002) found that when parents and community members are
actively engaged in schools, students have higher grades, test scores, and graduation rates.

Enhancing Community engagement is very crucial for all level of education for enhance student
achievement, promote positive school climate, and strengthen the relationships between schools and their
communities. Effective community engagement is vital for the success of secondary schools as it fosters a
sense of shared responsibility, collaboration, and ownership among stakeholders (Bryk, 2015). School
leadership plays a crucial role in enhancing community engagement in decision-making processes.

School leaders are responsible for establishing and fostering positive relationships with various
stakeholders, including parents, community members, and local organizations. By actively engaging with
these groups, leaders can build trust, create partnerships, and involve them in decision-making processes
(Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010); Epstein, 2010). On overhands effective school
leaders involve the community in establishing a shared vision and goals for the school. By seeking input
from community members, understanding their needs and aspirations, and aligning them with the school's
mission, leaders can create a sense of ownership and commitment, leading to increased community
engagement (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Mapp & Kuttner, 2019).

School leaders play a vital role in ensuring that decision-making processes are inclusive, transparent, and
participatory. By involving the community in important decisions, such as curriculum development,
budget planning, and personnel selection, leaders can connect the collective wisdom and diverse
perspectives of stakeholders, leading to better outcomes and increased community support (Bryk et
al.,2010); Hargreaves & Fink, 2006). School leaders serve as effective communicators, sharing relevant
information with the community and seeking input on important matters. By employing various
communication channels, such as newsletters, community meetings, and digital platforms, leaders can
keep stakeholders informed and engaged, fostering a culture of open dialogue and collaboration
(Epstein, 2010; Harris & Muijs, 2005).

School leaders utilize various strategies and approaches to enhance community engagement in secondary
schools in decision-making. They provide opportunities for community members to develop their
knowledge and skills through workshops, information sessions, and training programs. By empowering
the community, leaders foster active and informed participation in decision making (Bryk et al., 2010;
Mapp & Kuttner, 2019).

The basic objective of this study is to strengthen the existing strengths and correct the limitations
of the role of school leadership in enhancing community engagement in decision-making in
secondary schools of YZCERG. In order for the community to engage and participate in the
decisions that secondary school leaders should open up their institutions and strengthen working
with concerning bodies by using different methods. School leaders play a crucial role in fostering
community engagement, which has been recognized as a vital component of educational success and
overall community well-being. Smith, J., Johnson, A., & Thompson, R. (2022).

However in Yem Zone secondary schools there are some of limitations clearly reflect on school
leadership in enhancing community engagement in educational related activities decision
making. Therefore this work school leadership in enhance community engagement in decision-making
by installing a sense of ownership, connect to the collective knowledge, resources, and support of
the community, leading to a more inclusive and responsive of the schools and successful
educational environment for all stakeholders involved in secondary schools of the Yem Zone
Central Ethiopia Regional Government.
 Ref.

 Bryk, A. S. (2015). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation.
 Epstein, J. L. (2010). School, family, and community partnerships: Preparing educators and improving
schools. Westview Press.
 Epstein, J. L. (2011). School, family, and community partnerships: Your handbook for action. Corwin Press.
 Hargreaves, D. H., & Fink, D. (2006). Sustainable leadership. Jossey-Bass.
 Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Open University Press.
 Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student
learning. Wallace Foundation.
 Mapp, K. L., & Kuttner, P. J. (2019). Partners in education: A dual capacity-building framework for family–
school partnerships. Harvard Education Press.
 Sanders, M. G. (2020). Building School-Community Partnerships: Collaboration for Student Success. Corwin
Press.
 Smith, J., Johnson, A., & Thompson, R. (2022). The Role of School Leaders in Community Engagement: A
Review of Literature. Journal of Educational Leadership, 45(3), 123-145.

1.2. Problem Statement:

Enhancing community engagement in decision-making processes is of greatest importance in
ensuring effective school governance worldwide. However, the degree and effectiveness of
community engagement in decision-making can differ significantly across one area to another.
There is a critical need to enhance community engagement in decision-making in secondary
schools. This issue is particularly evident in Africa, including Ethiopia, where school leadership
faces significant challenges in involving the broader community in shaping educational policies
and practices. UNESCO. (2017) .Education for All Global Monitoring Report 2017/18.
Research studies have highlighted the challenge of limited community engagement in decision-making within
secondary schools. For example, a study by Davies and Ellison (2013) conducted in the United Kingdom found that
while school leaders recognized the importance of community engagement; they faced difficulties in effectively
involving community members in decision-making processes. The study emphasized the need for school leaders to
develop strategies and structures that promote active community participation and collaboration in decision-making.
Furthermore, research conducted by Muir and Davis (2018) in the United States highlighted the challenge of unequal
access to decision-making processes in secondary schools. The study found that certain community groups, such as
marginalized populations or those with limited resources, faced barriers in participating in decision-making, leading
to disparities in educational outcomes.
References:
Davies, B., & Ellison, L. (2013). Engaging communities in education: Promoting partnerships for social justice.
Routledge.
Muir, R., & Davis, M. (2018). Community engagement and educational leadership: An empirical exploration of forces
in the field. Educational Management Administration & Leadership, 46(5), 716-737.
School leaders, including principals and administrators, are recognized as key actors who have
several strategies for facilitating community engagement and cultivating positive relationships
with community and local organizations. Bryk and Schneider (2003) have emphasized the
pivotal role of trust within schools and the imperative for leaders to establish open lines of
communication with families, community members, and stakeholders. Epstein (2018) also
provides valuable insights into the significance of school, family, and community partnerships
and the role of school leaders in preparing educators and enhancing schools through
collaborative decision-making. These studies contribute to our understanding of the crucial role
that school leadership plays in engaging community engagement and creating an inclusive and
participatory educational environment.

Enhancing community engagement decision-making has multidimensional advantages to school

institutions. The National Education Policy (NEP) 2020 strongly recommends engagement of
community at all stages of school education not only for contribution in resources but, also for
engaging in child’s learning. Not only in primary schools enhancing community engagement is
crucial for fostering a collaborative environment that supports effective decision-making and
promotes positive student outcomes in secondary schools.

In many African countries, including Ethiopia, there exists a critical need to transition from a
top-down approach to a more participatory and community-driven model of decision-making.
This shift is aimed at empowering local stakeholders and enabling their meaningful contributions
to educational planning and implementation as well as well over the engaged puppies
achievements. As highlighted by Dimmock and Walker (2018) in their publication on school
leadership in Africa, embracing this approach presents both challenges and opportunities. By
enhancing a collaborative environment, where the voices and perspectives of community
members are valued, educational systems can better address the specific needs and aspirations of
the local population. This shift towards a more inclusive and decentralized decision-making
process has the potential to enhance the overall effectiveness and sustainability of educational
initiatives in Ethiopia and other African nations.

In developing counties including Ethiopia, community engagement in decision-making is

especially critical due to the unique challenges faced by educational systems on the continent
UNESCO (2018). Specifically in Ethiopia, school leadership faces unique challenges in
enhancing community engagement. The Ethiopian education system, like many others in Africa,
has traditionally been characterized by a top-down approach, with decision-making primarily
centralized within the government and school administration. This centralized model often
overlooks the valuable input and expertise of community members, including parents, local
leaders, and students themselves. As a result, decisions may not adequately reflect the needs,
aspirations, and cultural context of the community, thereby hindering the overall effectiveness
and relevance of secondary education (Federal Democratic Republic of Ethiopia Ministry of
Education, 2019).

In Ethiopia, the education system has experienced significant reforms in recent years, with a
focus on improving access and quality. However, community engagement in decision-making
remains a critical challenge. Federal Democratic Republic of Ethiopia Ministry of Education
(2019) Education Sector Development Program V (2015/16-2019/20

A national problem related to the role of school leadership in enhancing community engagement in decision-making
in secondary schools is the lack of clear policies and guidelines that support and promote community involvement in
decision-making processes. This problem is observed in many countries, including Ethiopia. The absence of clear
frameworks and mechanisms can impede the efforts of school leaders to effectively involve community members in
decision-making processes, ultimately affecting the quality and relevance of educational decisions.
Research studies have highlighted the challenge of limited community engagement in decision-making within
secondary schools at the national level. For example, a study conducted by Tiruneh and Degefa (2015) in Ethiopia
found that while there were efforts to involve communities in school decision-making, the lack of clear policies and
guidelines hindered effective community engagement. The study emphasized the need for national-level policies that
outline the roles, responsibilities, and mechanisms for meaningful community involvement in decision-making
processes.
Similarly, a study by Molla and Kassahun (2019) in Ethiopia identified the absence of clear guidelines and mechanisms
for community participation in decision-making within secondary schools. The study highlighted the importance of
national-level policies that provide a framework for community engagement, as well as capacity-building initiatives
for school leaders to effectively involve community members in decision-making.
Furthermore, research conducted by Kibrom and Teweldemedhin (2018) in Ethiopia revealed that the lack of national-
level policies and support for community engagement resulted in ad-hoc and inconsistent practices across schools.
This inconsistency limited the potential impact of community involvement in decision-making processes.
References:
 Kibrom, G. B., & Teweldemedhin, G. M. (2018). Community Participation in School Decision Making: Practices and
Challenges in Secondary Schools of Mekelle City, Ethiopia. Journal of Education and Practice, 9(4), 102-109.
 Molla, T., & Kassahun, W. (2019). Community Participation in School Decision Making: Practices and Challenges in
Secondary Schools of Bishoftu Town, Ethiopia. Journal of Education and Practice, 10(10), 47-56.
 Tiruneh, S. A., & Degefa, D. A. (2015). Community participation in secondary school administration: Practices,
challenges, and prospects in East Gojjam Zone, Ethiopia. Journal of Educational and Social Research, 5(5), 299-
310.
Furthermore, Ethiopia's diverse ethnic, linguistic, and cultural landscape complexity to the issue
of community engagement in decision-making. The country is home to numerous ethnic groups,
each with its own distinct traditions, languages, and educational priorities. Ensuring equitable
participation and representation from these diverse communities poses a critical challenge for
school leaders as they strive to develop inclusive decision-making processes that honor the rich
cultural heritage and aspirations of all stakeholders (Dimmock & Walker, 2018).

Ethiopia's diverse ethnic and linguistic landscape necessitates inclusive decision-making

processes that honor the cultural heritage, values, and educational priorities of different
communities (Taddese, 2015). According to Taddese (2015) in the African Educational Research
Journal, it is crucial to develop policies and strategies in education that take into account the
unique needs and aspirations of Ethiopia's various ethnic groups. This approach ensures that
educational initiatives are culturally responsive and inclusive, fostering a sense of belonging and
empowerment among all communities. By recognizing and incorporating the rich cultural
diversity within Ethiopia, decision-makers can create an educational system that promotes social
cohesion, equality, and sustainable development.

Recognizing the role of school leadership in enhancing community engagement in decision-

making, particularly in the Ethiopia, is critical for improving educational outcomes and fostering
a shared sense of ownership and collaboration within the school community. Therefore, it is
crucial to investigate the specific strategies and challenges faced by school leaders in Ethiopia to
promote and strengthen community engagement in decision-making processes within secondary
schools (Abate, 2015). The study conducted by Abate (2015) titled "School-community relations
in Ethiopia: An analysis of the roles and challenges of school principals" delves into this subject,
providing valuable insights into the roles and challenges experienced by school principals in
Ethiopia. The findings of this research contribute to a better understanding of the complexities
involved in fostering effective school-community relations and serve as a foundation for
developing targeted interventions and support mechanisms to enhance community engagement in
decision-making processes.
The Ministry of Education's Education Sector Development Program V (ESDP V) (2019) places
significant emphasis on community participation in education, recognizing the importance of
involving the community in decision-making processes within schools. Tadesse (2018)
conducted research focusing on community participation in school governance in Ethiopia,
specifically examining the role of school leaders in facilitating and promoting community
engagement. Similarly, Tsegaye (2017) explored community perspectives on school leadership
and community engagement, providing valuable insights into the specific challenges and
opportunities faced by school leaders in Ethiopia. These studies shed light on the significance of
understanding the Ethiopian context and acknowledging the unique challenges and opportunities
encountered by school leaders in their endeavors to enhance community engagement in decision-
making processes. By considering the findings of these studies, education stakeholders can
develop targeted strategies and interventions that address the specific needs and circumstances of
Ethiopian schools, ultimately fostering stronger community involvement and collaboration in
education decision-making.

Therefore, there are some research gaps there. Despite the growing recognition of the importance
of community engagement in decision-making in secondary schools, there is a notable research
gap regarding the specific role of school leadership in enhancing community engagement. While
some studies have explored the general relationship between school leadership and community
engagement, few have focused specifically on the strategies and practices employed by school
leaders to facilitate community involvement in decision-making processes. This research gap
leaves a significant knowledge void in understanding how school leaders can effectively engage
the community in decision-making, leading to limited guidance for practitioners and
policymakers in this area.

In Ethiopia, there are various challenges in education system that needs to be addressed. These
challenges are discussed in two scholarly articles. The first article, titled "Addressing Barriers in
Ethiopian Education," published in the Journal of Education and Practice, emphasizes the
importance of overcoming barriers such as limited resources, infrastructure gaps, low levels of
community awareness and participation. Additionally, it highlights the need for capacity building
among school leaders and community members to facilitate effective engagement. The second
article, titled "School Leadership and Its Challenges in Ethiopia: A Systematic Review,"
authored by Yoseph in 2021 and published in the Journal of Education and Learning, delves into
the specific challenges faced by school leaders in Ethiopia. Both articles shed light on the
obstacles and gaps present in the education system of Ethiopia, providing valuable insights for
policymakers and stakeholders to enhance and improve the quality of education in the country.
Finally, the role of school leadership in enhancing community engagement in decision-making in
secondary schools in the Yem Zone remains an area of concern and requires further attention.
Despite the recognized importance of involving various stakeholders in shaping educational
strategies and programs implementation, there is a lack of effective strategies and structures in
place to facilitate meaningful community participation. This deficiency obstacle the
establishment of collaborative relationships and inclusive decisions that meet the needs of their
students and the wider community inhibits the inclusion of diverse perspectives; contribution in
resources and also for engaging in child’s learning and ultimately limits the ability of school
leadership in secondary schools of Yem Zone. Research by Mekonnen (2020) examines the role
of school leadership in community participation and decision-making in Ethiopian secondary
schools. Therefore, there is a need to explore and address the challenges and barriers faced by
school leaders in fostering community engagement and develop actionable solutions to enhance
community involvement in decision-making processes within this zone.

Ref .

1. Abate, T. (2015). School-community relations in Ethiopia: An analysis of the roles and

challenges of school principals. Journal of International Cooperation in Education, 17(3), 139-
155.
2. Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for improvement. Russell
Sage Foundation.
3. Davies, B., & Ellison, L. (2013). School leadership and community collaboration: A case study.
Educational Management Administration & Leadership, 41(3), 309-323.
4. Dimmock, C., & Walker, A. (2018). Educational leadership in Africa: Contemporary challenges
and opportunities. Springer.
5. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and
improving schools. Routledge.
6. Federal Democratic Republic of Ethiopia Ministry of Education. (2019). Education Sector
Development Program V (2015/16-2019/20).
7. Mekonnen, T. (2020). The role of school leadership in community participation and decision-
making in Ethiopian secondary schools. Journal of Education and Practice, 11(4), 1-8.
8. Ministry of Education, Ethiopia. (2019). Education Sector Development Program V (ESDP V).
9. Muir, E., & Davis, S. (2018). The challenge of parent and community engagement in secondary
schools. Journal of Educational Administration, 56(2), 128-142.
10. Taddese, A. (2015). The cultural context of inclusive education in Ethiopia. African Educational
Research Journal, 3(4), 400-410.
11. Tadesse, M. (2018). Community participation in school governance in Ethiopia: The role of
school leaders. Ethiopian Journal of Education and Sciences, 14(1), 1-25.
12. Tsegaye, W. (2017). Community perspectives on school leadership and community engagement
in Ethiopia. International Journal of Educational Management, 31(6), 838-850.
 13. UNESCO. (2017). Education for All Global Monitoring Report 2017/18.
14. UNESCO. (2018). Education for All Global Monitoring Report 2018.
15. Yoseph, Y. (2021). School leadership and its challenges in Ethiopia: A systematic review. Journal
of Education and Learning, 10(2), 176-184.

1.3. Objective
1.3.1. General objective
To investigate the role of school leadership in enhancing community engagement in decision-making
secondary schools of the Yem Zone Central Ethiopia Regional Government.
1.3.2. Specific Objectives:
1. To examine the current practices of school leadership in enhancing community engagement in
decision-making processes within secondary schools of the Yem Zone.
2. To assess the level of community involvement in decision-making processes within secondary
schools in the YZ.
3. To analyze the strategies and initiatives those are implemented by school leaders to enhance
community participation in decision-making.
4. To provide recommendations for school leaders and stakeholders how to enhance community
engagement in decision-making processes in secondary schools of the YZ.
5. To identify the challenges faced by school leaders in promoting community engagement in decision-
making and suggest possible solutions
1.4. Significance of the study
The study results will have significant importance as they contribute to the understanding of the existing
assessment of the role of school leadership in enhancing community engagement in decision-making
secondary schools of the Yem Zone Central Ethiopia Regional Government. This assessment holds great
importance for several reasons.
Firstly, an assessment of the role of school leadership in enhancing community engagement in decision-
making is crucial for improved educational outcomes. By understanding the impact of school leadership
on community engagement, educational stakeholders can develop policies, strategies and interventions
that promote effective decision-making processes, leading to positive educational outcomes for students.

Secondly, this assessment is important for ensuring relevant and contextualized decision-making. By
involving the community in decision-making processes, schools can take into account the unique needs
and aspirations of their specific context, resulting in decisions that are more responsive and effective.

Furthermore, enhancing community engagement in decision-making through effective school leadership

strengthens partnerships between schools and the broader community. This collaboration fosters a sense
of shared responsibility and ownership over educational initiatives, leading to sustainable change and
long-term improvements in the quality of education.

Moreover, promoting community engagement in decision-making contributes to social cohesion and

empowerment. By involving community members in the decision-making processes of secondary
schools, individuals feel valued and empowered, leading to a sense of belonging and active participation
in the educational system.

Lastly, the assessment has implications for the well-being of school management. By understanding the
role of school leadership in enhancing community engagement, educational stakeholders can develop
support systems and resources that enable school leaders to effectively engage with the community,
creating a positive and supportive environment for school management.
The outcomes of this assessment have the potential to benefit various stakeholders, including educational
administrators, zone and woreda education officials, school owners, principals, supervisors, teachers,
students, and parents. By providing insights into effective strategies for enhancing community
engagement, this assessment can inform decision-making and improve educational practices in secondary
schools of the Yem Zone Central Ethiopia Regional Government.

1.5. Basic questions

1. What is the current experience of the role of school leadership in enhancing community
engagement in secondary schools of Yem Zone Central Ethiopian Region Government?
 2. To what extent community involvement in decision-making processes within secondary schools
in the Yem Zone Central Ethiopian Region Government.
3. What are the challenges faced by school leaders in promoting community engagement in
decision-making in secondary schools of Yem Zone Central Ethiopian Region Government?
4. What are initiatives school leaders can enhance family members, local community and
local community institutions to engage in decision-making process in secondary schools
in Yem Zone Central Ethiopian Region Government?

1.6. Scope of the study

Geographical scope the study on the role of school leadership in enhancing community engagement in
decision-making in secondary schools of the around Yem Zone Central Ethiopia Regional Government
Regarding the participant aspects including school leaders, head teachers, PTA, KETB, influential bodies,
religious organizations, local NGOs, other community organizations and selected zone and woreda
department. The study encompasses a wide range of decision-making processes within secondary schools
and based on the findings, the study provides recommendations and guidelines for school leaders, head
teacher, and stakeholders to improve community engagement in decision-making processes in secondary
schools within the YZCERG.

1.7. Delimitation of the study

There are various delimitations related to study among that geographically delimitation. This
study focuses on the role of school leadership in enhancing community engagement in decision-making
within secondary schools of YZCERG.
Leadership Delimitation: The study specifically investigates the leadership practices and strategies
employed by school leaders to enhance community engagement in decision-making. It may examine the
qualities, skills, and approaches adopted by principals or other school leaders to promote effective
collaboration with the community.
Decision-Making Delimitation: The research focuses on specific areas or types of decisions where
community engagement is required. It may explore decision-making processes related to curriculum
development, budget allocation, discipline policies, resource utilization and support, enhancing the
learning environment or other aspects of school governance.
1.8. Limitation of the Study
The research will be conduct under several limitations, including financial resources, a lack of
transportation access, resistance to change, low awareness and understanding the importance of
community involvement, power imbalances between school leaders and community members and a lack
of relevant time. Additionally, some respondents were unable to carefully attending and the study was
limited by the lack of relevant and adequate references, way to data analysis which posed an additional
constraint to the research.

1.9. Definition of key terms

School Leadership: School leadership refers to the actions, behaviors, and practices of
individuals, such as principals and other administrative personnel, who oversee and guide the
operations and functioning of a school.
Community: a group of individuals who share common interests, goals, or characteristics and
interact with one another within a specific geographic area or through virtual platforms.
Engagement: the act of actively participating, involving oneself, or being fully committed to a
particular activity, relationship, or cause.
Community engagement: the collaborative efforts and active involvement of individuals,
organizations, and stakeholders in working together to address community needs, promote social
change, and improve the well-being of a specific community or population.
Secondary school: an educational institution that provides education to students typically
between the ages of 11 and 18, following primary or elementary education and preceding higher
education or tertiary education.
Decision making: the cognitive process of selecting a course of action or making a choice
among available alternatives.
Kebele Education and Training Board (KETB): a local board or committee within a kebele
structure that specifically focuses on educational matters.
Parent-Teacher-Student Association (PTSA): a collaborative organization that brings
together parents, teachers, and students in educational institutions such as schools or colleges.
School improvement committee: a group of individuals, including teachers, administrators,
parents, and community members, who collaborate to identify areas for improvement within a
school and develop strategies and action plans to enhance educational outcomes.
Local community: a specific geographic area or neighborhood where individuals reside,
interact, and share common interests, resources, and social connections.
Religious organization: a group or institution that is dedicated to the practice, promotion, and
dissemination of religious beliefs, values, rituals, and teachings.
Local community organization: a group or association composed of individuals within a
specific geographic area who come together voluntarily to address common concerns, promote
community development, and advocate for the well-being of the local community.

1.10. Organization of the study

This study is organized in five chapters. Chapter one includes introduction, statement of the
problem, research questions and objective of the study with general objective and specific
objectives, significance of the study, scope and delimitation and definition of key terms.

Chapter two reviews related literature. Mainly include conceptualizing school leadership and
community engagement, school leadership and community engagement, importance of
community engagement, responsibilities of school leaders in community engagement, challenges
to community engagement, strategies and approach that school leaders used to engaged
communities and benefits of community engagement in decision-making process .

Chapter three discusses research methodology, methods of data collection, sampling techniques,
sample size, methods of data analysis, reliability and validity of the instrument and also ethical
considerations.

Chapter four data analysis, interpretation and discussion of the findings are presented. Finally;
Chapter five summarizes the findings and states the conclusions and forward recommendations.
 CHAPTER TWO

Review of Related Literature

2.1. Conceptualizing School leadership and Community Engagement
2.1.1. Definition School leadership

School leadership refers to the process of guiding and managing educational institutions,
including schools, colleges, and universities. It involves a range of responsibilities, such as
setting a vision, fostering a positive learning environment, promoting effective teaching
practices, and overall improvement of the institution. School leadership encompasses the tasks,
behaviors, and qualities that educational leaders engage in to promote the effectiveness and
success of educational institutions. It involves providing direction, making decisions, and
creating an environment that supports teaching, learning, and student achievement (Leithwood,
Seashore Louis, Anderson, & Wahlstrom, 2004).

2.1.2. Definition Community Engagement

Community engagement in secondary schools refers to the active involvement and collaboration
of students, teachers, parents, and community members in various educational activities and
initiatives. It involves establishing partnerships between schools and their surrounding
communities to enhance student learning, well-being, and overall school success.

According to the National School Boards Association (NSBA), community engagement in

secondary schools encompasses a range of activities such as involving parents and community
members in decision-making processes, organizing community service projects, fostering
volunteerism, and creating opportunities for community members to share their expertise and
resources with schools (NSBA, n.d.). The NSBA emphasizes the importance of community
engagement as a means to enhance student achievement, promote positive school climate, and
strengthen the relationships between schools and their communities. It highlights that community
engagement not only benefits students by providing additional support and resources, but also
helps community members feel invested in the success of the school and encourages a sense of
shared responsibility.
2.2. School leadership and community engagement

School leadership and community engagement should be viewed as a two-way street, where
school leaders actively seek input from the community and also provide opportunities for
community members to be involved in decision making. Williams and Lee (2017) stress the
importance of open communication channels and collaborative decision making. When
community members feel their voices are valued and their perspectives are taken into account,
they become more invested in the school's success and are more likely to actively engage in the
decision-making process.

2.3. Importance of Community Engagement:

Community engagement in schools plays a crucial role in fostering a positive and supportive
educational environment. It involves collaboration and active involvement of community
members, such as parents, local organizations, businesses, and volunteers, in the educational
process. The significance of community engagement in schools can be understood through
various aspects, as supported by research by Henderson and Mapp (2002) found that when
parents and community members are actively engaged in schools, students have higher grades,
test scores, and graduation rates. Engaging the community in schools has been linked to
improved attendance and reduced behavioral problems. A study by Lawton and Cairns (2008)
indicated that strong community-school partnerships are associated with decreased truancy rates
and disciplinary incidents.

Community engagement encourages parental involvement, which has numerous benefits for
students. According to Jeynes (2007), parental involvement positively impacts academic
achievement, student motivation, and school completion rates. Community engagement expands
the range of learning opportunities available to students. By involving community members,
schools can provide guest speakers, mentorship programs, internships, and other experiential
learning opportunities. These experiences enhance students' understanding of real-world
applications of classroom knowledge. School leaders' engagement in the community helps
establish and strengthen partnerships with local organizations, businesses, and stakeholders.
These partnerships provide additional resources, support, and opportunities for students,
resulting in enhanced educational experiences (Berg, 2017). And community engagement helps
build a supportive network around schools. When community members are involved, they
develop a sense of ownership and investment in the school's success. This support can manifest
as increased funding, resources, and volunteering, which contribute to overall school
improvement.

2.4. Responsibilities of School Leaders in Community Engagement:

School leaders play a crucial role in fostering community engagement in secondary schools.
Their responsibilities include various aspects of community involvement and collaboration. Here
are some common responsibilities of school leaders in community engagement.

School leaders are responsible for initiating and maintaining or building partnerships with
community organizations, businesses, and local stakeholders to enhance community engagement.
According to Berg, (2017) study in the building school-community relationships, these
partnerships can involve collaborative projects, mentorship programs, and shared resources.
School leaders also should actively promote and facilitate parent and family involvement in
school activities. This can include organizing parent-teacher meetings, family-oriented events,
and providing opportunities for parental input in decision-making processes Epstein &
Sheldon, (2016). On other side school leaders should engage in regular outreach efforts to
establish positive relationships with the wider community. This may involve attending
community events, participating in local initiatives, and encouraging school staff to contribute to
community service projects Henderson & Mapp, (2017).

Having a good communication with others is the one quality of the leadership. Therefore, school
leaders are responsible for effective communication and collaboration between the school and
the community. This includes transparent communication channels, regular updates on school
activities, and involving community members in decision-making processes (Bryk, 2015).
School leaders can establish and oversee volunteer and mentoring programs that connect
community members with students. These programs can provide additional support, guidance,
and real-world experiences to students while strengthening community ties (Jerome, 2017).
Community-Based Learning: School leaders should promote community-based learning
initiatives that connect classroom education with real-life experiences in the community. This
can involve organizing field trips, internships, and service-learning projects that benefit both
students and the community (Conrad & Hedin, 2018).
2.5. Challenges to community engagement
2.5.1. Challenges to community engagement

Community engagement is indeed crucial for the success and development of secondary schools.
When community stakeholders actively participate in decision-making processes, it can lead to a
range of positive outcomes. The involvement of community members can contribute to improved
educational outcomes, increased support for students, and the establishment of a collaborative
school environment (Epstein, 2010). While there are various challenges in community
engagement in secondary schools, one challenge in community engagement within secondary
schools is the lack of parental involvement in decision-making processes. Some parents may feel
disconnected from the school or perceive decision-making as solely the responsibility of school
administrators and staff. This lack of parental involvement can result in missed opportunities to
gather diverse perspectives and make informed decisions that benefit the entire school
community. Encouraging and fostering parental involvement requires proactive efforts to
communicate the importance of their input and create meaningful opportunities for engagement.
Factors such as work commitments, language barriers, or cultural differences can contribute to
low levels of parental involvement (Davies, 2011).

Effective communication is critical for successful community engagement. School leaders may
encounter challenges in effectively communicating with parents, students, and community
members. Language barriers, technological limitations, and differences in communication
preferences can hinder the exchange of information and ideas. School leaders must employ
various communication channels and strategies to reach diverse stakeholders and ensure that
information is accessible, understandable, and timely. Clear and timely communication is
essential to ensure that the community is informed about decisions, processes, and opportunities
for participation (Hornby, 2017). In secondary schools, school leaders must navigate the diverse
perspectives and expectations of multiple stakeholder groups, including parents, teachers,
students, and community members. Balancing these differing viewpoints and incorporating them
into decision-making processes can be complex and time-consuming (Epstein et al., 201).

Other basic things that school leaders often face resource constraints that can impede community
engagement efforts. Limited funding, staff, and time can hinder the development and
implementation of strong community engagement initiatives. Without adequate resources, it can
be challenging to organize meaningful events, maintain regular communication, and sustain
ongoing engagement efforts. Lack of resources may restrict the range of opportunities for
involvement and limit the depth of engagement with the community Henderson & Mapp, (2002).
Implementing community engagement practices may face resistance from stakeholders who are
unfamiliar with or resistant to participatory decision-making processes. Some individuals may
prefer traditional hierarchical structures or have concerns about the impact of community input
on established practices. Overcoming this resistance requires effective communication, building
trust, and providing opportunities for stakeholders to understand the value and benefits of
community engagement in decision making. Some individuals may prefer traditional hierarchical
structures or have concerns about the impact of community input on established practices (Bryk
et al., 2010).

2.6. Strategies and approach that school leaders used to engaged communities

School leaders utilize various strategies and approaches to engage communities in secondary
schools. These strategies aim to foster collaboration, strengthen relationships, and promote active
involvement. School leaders not only create community advisory boards but functional and
hardworking comprising representatives from various community organizations, businesses, and
stakeholders. These boards provide input, guidance, and support in shaping school policies and
programs Henderson & Mapp, (2017). School leaders adapting organize regular community
forums and meetings where parents, community members, and stakeholders can participate.
These gatherings offer opportunities for open dialogue, sharing concerns, and generating ideas to
improve the school-community relationship (Bryk, 2015).

To achieve the goal of the school institutions leaders use different leadership styles. Among
those school leaders adopt a collaborative approach to decision-making by involving community
members in important school-related decisions. This can include soliciting input through
surveys, focus groups, or town hall meetings Epstein & Sheldon, (2016).

In today’s fast placed world information has become incredibly to receive updates on an hourly
basis and share with stakeholders. Therefore, school leaders leverage social media platforms and
online communication tools to engage with the community. They share updates, highlight
achievements, and involve the community in discussions about school-related matters Conrad &
Hedin, (2018). Secondary school leaders are expected to be preparing to open their institutions,
even though they may have been considered as un touchable island and establish community
service initiatives and partnerships with local organizations. These collaborations provide
opportunities for students to engage in meaningful service projects, fostering a sense of civic
responsibility and strengthening community bonds Berg, (2017). Additionally, school leaders
implement targeted programs to involve parents and families actively in the school community.
These programs may include workshops, parent-teacher associations, and family-oriented events
that encourage participation and collaboration Jerome, (2017).

2.7. Benefits of Community Engagement in Decision-Making

Community engagement in decision making in secondary schools has various benefits that
positively impact both the educational institution and the broader community. When schools
involve the community in decision-making processes, they gain access to a diverse range of
perspectives, expertise, and local knowledge to improve decision quality. This input enhances
the quality of decisions by considering a broader set of factors and potential consequences (Bryk,
Sebring, Allensworth, Luppescu, & Easton, 2010). On other side engaging the community
fosters a sense of ownership and responsibility among stakeholders, leading to increased
accountability. Community members become more invested in school outcomes and are more
likely to hold the school accountable for its decisions and performance (Bryk et al., 2010;
Hess, 2002).

By engaging the community builds trust and strengthens relationships between the school and its
stakeholders. When community members feel valued and involved, they are more likely to
support the school's initiatives, policies, and programs (Epstein, 1995; Paterson et al., 2013).
When the community is engaged well and actively involved in school activities, they are helpful
in creating a positive school climate and culture. By involving parents, local organizations, and
other community members, schools create an inclusive and welcoming environment that
supports student well-being and academic success (Bryk et al., 2010; Henderson & Mapp, 2002).
School institutions require numerous resources to achieve their desired goals, especially in
addressing the current issues related to education quality. Therefore, engaging the community
opens opportunities for schools to tap into local resources, such as expertise, volunteers, and
financial support. Community partners can provide valuable resources that supplement the
school's offerings and enrich the educational experience (Henderson & Mapp, 2002; Paterson et
al., 2013)

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schools can get better at getting better. Harvard Education Press.
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catalyst for student achievement. Teachers College Press.
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improvement: Lessons from Chicago. University of Chicago Press.
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(2009). School, family, and community partnerships: Your handbook for action (3rd ed.). Corwin Press.
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services to support families. Children & Schools, 30(2), 99-107.
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Education and Learning, 10(4), 328-338.

Unit three
The research methodology
3.1. Description of the study
The Central Ethiopia Regional Government is the current 12th newly-formed region in Ethiopia.
It consists of six zones, namely Yem, Gurage, Silte, Hadiya, Kembata, and Halaba, as well as
four special woredas, namely Kebena, Mareko, Donga, and Tembaro, which were previously
under the SNNPR government. Yem zone has also transitioned from being a special woreda to a
zone with the establishment of CERG. This study will also be conducted in secondary schools
within the newly established YZCERG. Yem Zone is located in the southeastern part of the
National Regional State, approximately 239 km from Addis Ababa and 183 km from Hosanna,
the administrative seat of the Central Ethiopia Regional Government.
The astronomical location of Yem Zone is at 8° 27' north latitude and 70° 37' east longitude. It
covers a total area of approximately 742.5 km2. Yem Zone consists of 3 woredas and 1 town
administrative structure. The total human population is 129,835, with 65,835 males and 64,659
females. The total number of teachers and school principals in primary schools is 384 males, 284
females, totaling 668. The total number of students is 8,599 males, 8,985 females, totaling
17,584 (Yem Zone Education Department Report, 2015).

Yem Zone has approximately 59,250 cattle, 58,558 shoats, 7,169 gammas, 57,035 hens, and
about 23,256.81 hectares of cultivated land (YZPD, 2015). The agro-ecology of Yem Zone is
divided into three categories: dega (18.38%), woina dega (57.65%), and kola (23.9%). The
altitude ranges from 350m to 2,939m above sea level. The length of the growing period varies
from 75 to 90 days, and the rainfall in the area ranges from 801 to 1,400mm. The mean annual
rainfall is about 1,100mm. The main rainy season in the area occurs during the summer months
of June to August (YZAO, 2022 G.C.). Yem Zone is located at an altitude of 2,939 meters above
sea level, and the temperature ranges from 12°C to 30°C (Source: YZAD).

3.2. Research design

A descriptive survey design will be used with the intention of obtaining a general picture of the
current status of the role of school leadership in enhancing community engagement in decision-
making in secondary schools in Yem Zone, Central Ethiopia Regional Government..
In supporting this idea, Abiy et al., (2009) stated that descriptive survey is used to gather data at a
particular point in time with the intention of describing the nature of existing conditions or identifying
standards against which existing conditions can be compared or determining the relationships that exist
between specific events. Moreover, the descriptive survey is more effective in assessing the current
practices in its natural setting.
Ref.
Abiy Zegeye, Alemayehu Worku, Daniel Jefera, Melese Getu and Yilma Silashi (2009). Introduction to
research methods. Graduate studies and research office: Addis Ababa University. (Unpublished).

3.3. Research methods

A qualitative approach will be applied to study the role of school leadership in enhancing community
engagement in decision-making in secondary schools.
3.4. Sources Data
The source of information will include both primary and secondary data sources. The primary data source
will be used to obtain original information concerning the current status of the role of school leadership in
enhancing community engagement in decision-making in secondary schools in YZCERG. This data will
be collected from various sources, such as school principals, head teachers, community organizations,
zone departments, woreda and town administration offices, zone teacher associations, local community
members, and local NGOs. The data collection will be conducted through interviews in the Yem Zone.

3.5. Population

The population included in this research consists of individuals associated with the 6 secondary schools in
Yem Zone, Central Ethiopia Regional Government. This includes 6 principals, 4 vice principals, 36
department heads, 36 SIC members, 36 KETB members, 16 teacher representatives, 36 school PTA
members, 18 local community organizations, 18 influential community bodies, 18 religious organizations,
2 local NGOs, 2 Zone Teachers Association members, 5 randomly selected zone departments, and 3
woreda and 1 town administration education units selected through purposive sampling. The total number
of 221 individuals in the population will be determined accordingly.

3.6. Sampling Technique

Purposeful sampling will be employ in this study. Purposeful sampling involves selecting participants
who possess specific characteristics or experiences relevant to the research objectives (Patton, 2002). This
sampling technique allows researchers to gain in-depth insights from individuals who can provide rich
and meaningful data related to the research topic.

Ref. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.

3.7. Data collection instruments

Questionnaire, focus group discussion and school documents analysis will be employed as instrument for
data collection.

3.7.1. Questionnaire
Questionnaire items are classified according to a five-point Likert-type scale, where the responses are
determined in line with their weights as follows: Strongly Agree (5 points), Agree (4 points), Neutral (3
points), Disagree (2 points), and Strongly Disagree (1 point).
A questionnaire with closed-ended and a few open-ended items will be developed and distributed to
school principals, head teachers, zone department heads, woreda and town education heads, and ZTA.
The questionnaires were helpful to the researcher in collecting data from a large number of respondents
from 6 secondary schools. The questions will be prepared in the English language because English is used
as the medium of instruction at the high school level.

The respondents’ answers to the questionnaire items will be also classified according to a
fivepoint Likert-type scale, wherein the responses were determined in line with their weights as
follows: Strongly Agree (5 points), Agree (4 points), Neutral (3 points), Disagree (2 points) and Strongly
Disagree (1 point) (Allen & Seaman, 2007; Durmus & Güven, 2020).
Ref
1. Allen, I. E., & Seaman, C. A. (2007). Likert scales and data analyses. Quality progress, 40(7), 64-65.
2. Durmus, B., & Güven, A. (2020). Investigation of the level of satisfaction of university students with distance
education in the COVID-19 process. International Journal of Educational Methodology, 6(4), 505-518.

Questionnaire with close ended and few open ended items will develop and distribute to school
principals, head teachers, zone department heads, woreda and town education heads and ZTA.
The questionnaires were helpful to the researcher to collect data from large number of respondents from 6
secondary schools. The questions will prepare in English language because English is used as a medium
of instruction at the high school level.

3.7.2. Focus Group Discussion

The researcher will prepare focus group discussion guides for the PTA, KETB, local community
members with their organizations, influential people, and local NGO members. The discussion will be
held in a tolerant environment to extract opinions and share ideas and perceptions through group
interactions.
3.7.3. Document Analysis:

Analyze school policies, communication materials (school annual plan, PTA and KETB letters and
newsletters, websites) and meeting minutes to understand how community engagement is addressed and
how decisions are communicated to stakeholders. Those documents will be used to triangulate the data
obtained through the questionnaire and focus group discussion.

3.8. Data Analysis

Descriptive and inferential statistical analysis techniques will be employing to calculate the data. The
secondary data obtained from documents will analyze by descriptive statistics using graphs, simple
percentages and tables. The SPSS Statistical software (ver. 20) method will use as well as frequency and
percentage (to describe the characteristics of the study samples) and arithmetic mean and standard
deviation (SD) will be used.

3.9. Validity and reliability of the Data Collection Tools

3.10. Research Ethical Considerations
When conducting this research it is important to consider and address ethical considerations to ensure the
well-being and rights of participants. Informed consent, privacy and confidentiality and respect for
autonomy and voluntary participation key ethical considerations to keep in mind for this study.