AMBO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

INSTITUTE OF EDUCATION AND BEHAVIORAL SCIENCE
DEPARTMENT OF EDUCATIONAL PLANNING AND
MANAGEMENT

SCHOOL PRINCIPALS’ RECRUITMENT, SELECTION,

PLACEMENT, AND ITS IMPLICATION TO THE STUDENTS’
ACADEMIC PERFORMANCE: THE CASE OF AMBO TOWN
GOVERNMENT SECONDARY SCHOOLS

BY
TEFERA DUGASA

MAY, 2024
AMBO, ETHIOPIA
 SCHOOL PRINCIPALS’ RECRUITMENT, SELECTION,
PLACEMENT, AND ITS IMPLICATION TO THE STUDENTS’
ACADEMIC PERFORMANCE: THE CASE OF AMBO TOWN
GOVERNMENT SECONDARY SCHOOLS.

A THESIS SUBMITTED TO AMBO UNIVERSITY DEPARTMENT

OF EDUCATIONAL PLANNING AND MANAGEMENT IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS OF MASTERS
OF ARTS IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

BY: TEFERA DUGASA

ADVISOR: MEKONNEN KAJELA (PHD)

MAY, 2024
AMBO, ETHIOPIA

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 APPROVAL SHEET

Ambo University

School of Graduate Studies

Thesis Approval Sheet

Submitted by:

________________________ ______________ ______________

PG Candidate Signature Date

Approved by:

________________________ ______________ ______________

1. Advisor Signature Date

________________________ ______________ ______________

2. College/Institute Dean Signature Date

________________________ ______________ ______________

3. Head Department Signature Date

________________________ ______________ ______________

4. College/Institute PG Coordinator Signature Date

________________________ ______________ ______________
5. Director of School of Graduate Studies Signature Date

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 CERTIFICATION SHEET
EXAMINERS BOARD APPROVAL SHEET
SCHOOL OF GRADUATE STUDIES
AMBO UNIVERSITY

As thesis research advisor, I hereby certify that I have read and evaluated the
thesis prepared by Tefera Dugasa under my guidance, which is entitled “school
principals’ recruitment, selection, placement, and its implication to the students’
academic performance: the case of ambo town government secondary schools.” I
recommend that the thesis be submitted as it fulfills the requirements for the
Degree of Master of Art in Educational Leadership and Management.
____________________ ______________ ______________
Advisor Signature Date
As members of the Board of Examiners of the MA Thesis open defense
examination, we certify that we have read and evaluated the thesis prepared by
Tefera Dugasa entitled “school principals’ recruitment, selection, placement, and
its implication to the students’ academic performance: the case of Ambo town
government secondary schools” and examined the candidate. We recommend that
the thesis was accepted as fulfilling the thesis requirements for the Degree of
Master of Arts in Educational Leadership and Management.

________________________ ______________ ______________

Chairperson Signature Date

________________________ ______________ ______________

Internal Examiner Signature Date

________________________ ______________ ______________

External Examiner Signature Date

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 DECLARATION
I, the undersigned, declare that a thesis comprises “school principals’ recruitment,
selection, placement, and its implication to the students’ academic performance:
the case of ambo town government secondary schools” is my original work. In
compliance with internationally accepted practices I have duly acknowledged and
referred all materials used in this work. I understand that non-adherence to the
principles of academic honesty and integrity, misinterpretation/fabrication of any
idea/data/fact/source will constitute sufficient ground of disciplinary action by the
university and can also evoke penal action from the sources which have not been
properly cited or acknowledged.

Tefera Dugasa
Name of the student

__________________
Signature

__________________
Date

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 ACKNOWLEDGEMENTS

First, I would like to thank my Advisor, Mekonnen Kajela (PhD) for his extreme
maturity, logical and rational way of advising, which has been of great value for
me to reach this a meaningful learning process. His guidance and encouragement
throughout the process of formulating my ideas was invaluable and his ability to
view things pragmatically was critical and priceless to the success of this study
and needs to be highly praised.

Next, I am deeply grateful to all school principals and teachers of Ambo town
secondary schools for their detailed information and collaboration at the time of
data collection.

I have also special thanks to my family for their invaluable encouragement

throughout the study period. Thank You all!

Tefera Dugasa

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 TABLE OF CONTENTS
APPROVAL SHEET..............................................................................................iii
CERTIFICATION SHEET.....................................................................................iv
DECLARATION.....................................................................................................v
ACKNOWLEDGEMENTS....................................................................................vi
TABLE OF CONTENTS.......................................................................................vii
LIST OF TABLES..................................................................................................ix
ACRONOYMS/ABBREVIATIONS.......................................................................x
ABSTRACT............................................................................................................xi
CHAPTER ONE: INTRODUCTION......................................................................1
1.1. Background of the Study...........................................................................1
1.2. Statement of the Problem..........................................................................4
1.3. Objectives of the Study..............................................................................7
1.3.1. General Objective...............................................................................7
1.3.2. Specific Objectives.............................................................................7
1.4. Research Questions....................................................................................9
1.5. Significances of the Study.........................................................................9
1.6. Delimitation of the Study........................................................................10
1.7. Limitation of the Study............................................................................10
1.8. Operational definition of key terms.........................................................10
1.9. Organization of the study........................................................................10
2.1. Historical Development of School Principals in General and the Case of
Ethiopia in Particular..........................................................................................12
2.2. Recruitment, Selection and Placements of School Principals.................13
2.2.1. Problems in principals Selection......................................................15
2.3. The Role of School Principals on Ethiopia.............................................18
2.4. The Role of Principals’ in improving Students’ academic Performance....20
CHAPTER THREE: RESEARCH DESIGN AND METHOD.............................22
3.1. Description of the study area...................................................................22
3.2. Research Design......................................................................................22
3.3. Research Method.....................................................................................23
3.4. Sources of data.........................................................................................23
3.4.1. Primary sources of data....................................................................23

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 3.4.2. Secondary sources of data................................................................23
3.5. Target Population, sample size and sampling techniques.......................24
3.6. Data Gathering Instruments.....................................................................25
3.6.1. Questionnaire...................................................................................25
3.6.2. Semi-structured Interview................................................................26
3.6.3. Focus Group Discussion...................................................................26
3.7. Procedure of Data Collection..................................................................26
3.8. Validity and Reliability Test of the Instrument.......................................27
3.8.1. Validity.............................................................................................27
3.8.2. Reliability.........................................................................................27
3.9. Methods of Data Analysis.......................................................................28
3.10. Ethical Consideration...........................................................................29
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND
INTERPRETATION..............................................................................................30
4.1. Characteristics of the Respondents..........................................................30
4.2. School Principals Recruitment, Selection, and placement Criteria.........32
4.2.1. School Principals Recruitment Criteria............................................32
4.2.2. School Principals Selection Criteria.................................................34
4.2.3. School Principals placement Criteria...............................................35
4.3. The Extent to the Assigned School Principals Play their Roles..............36
4.3.1. Defining school mission and vision.................................................36
4.3.2. Managing Curriculum and Instruction.............................................37
4.3.3. Supervising and Evaluating the Instruction.....................................38
4.3.4. Monitoring Instructional Programs..................................................40
4.3.5. Promoting a Conducive School Learning Climate...........................40
4.3.6. Summary of Secondary School Principals’ roles.............................41
4.4. The Implications of the Assigned School Principals’ Roles to the
Students’ Academic Performance......................................................................42
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
................................................................................................................................45
5.1. Summary of the Major Findings..............................................................45
5.2. Conclusion...............................................................................................46
5.3. Recommendation.....................................................................................47
REFERENCES.......................................................................................................49
APPENDICES........................................................................................................52
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APPENDICES........................................................................................................62

LIST OF TABLES
Table 3.1: Sample of respondents......................................................................................22
Table 3.2: Questionnaires Cronbach’s alpha reliability statistics of the researcher
............................................................................................................................................25
Table 4.1: Demographic data of Respondents....................................................................28
Table 4.2: Teachers’ mean result of school principals’ recruitment criteria......................29
Table 4.3: Teachers’ mean result on school principals’ selection criteria.........................30
Table 4.4: Teachers’ mean result on school principals’ placement criteria.......................32
Table 4.5: Teachers’ mean score of school principals’ role in defining school
mission and vision..............................................................................................................33
Table 4.6: Teachers’ mean score of school principals’ role in managing
curriculum and instruction.................................................................................................34
Table 4.7: Mean score of school principals’ role in supervising and evaluating the
instruction...........................................................................................................................35
Table 4.8: Mean score of school principals’ role in monitoring instructional
programs.............................................................................................................................36
Table 4.9: Mean score of school principals’ role in Promoting a Conducive School
Learning Climate................................................................................................................37
Table 4.10: Total mean of school principals’ roles............................................................38
Table 4.11: Mean result of teachers’ response on school principals’ roles to the
students’ academic performance........................................................................................39

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 ACRONOYMS/ABBREVIATIONS

ETP: Education and Training Policy

FDG: Focus Group Discussion

MoE: Ministry of Education

SPSS: Statistical Package for Social Sciences

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 ABSTRACT

The main purpose of this study was assessing the school principals’ recruitment,
selection, placement and its implication to students’ academic performance in
government secondary schools of Ambo town. To accomplish this purpose, descriptive
survey design was used which is supplemented by quantitative and qualitative research to
enrich data. The study was carried out in four purposely selected secondary schools of
Ambo town. Then 88 teachers were randomly sampled through, Mugenda and Mugenda
(2003) sample size formulae and 6 education office expertise for focus group discussion
and 9 school principals for interviewing interview were also involved in the study using
purposive sampling techniques. Questionnaire was the main instrument of data
collection. Semi-structured interview & and focus group discussion were also utilized to
substantiate the data obtained through the questionnaire. Descriptive statistics; frequency
distributions & and percentage for were used to analyse respondents’ demographic
information , while mean and standard deviation were used to analyse basic questions
data. were employed in analyzing and reporting the results of the teachers’
questionnaires. Qualitative data obtained through focus group discussions &
interviewand interview was verbally and thematically narrated. Findings revealed that
secondary school principals’ recruitment, selection, placement criteria were found to be
at moderate level (M=2.49 and SD=.768), school principals play the principal ship roles
moderately at 2.98 mean and .699 standard deviations, and the assigned school
principals’ role implies the students’ academic performance at moderate level with the
mean value of 2.78 and standard deviation of .630. the researcher concluded that most of
secondary schools principals were not selected by giving priority for potential candidate
pulling to the position but by apolitical royalty and intimacy were the influence, some of
drawbacks that operate against roles of the school principals in playing their role are
lack of leadership & management, insufficient experience in principal ship, less parental
involvement of support and cooperation, work load, shortage of time, lack of internal as
well as external support, lack of budget, and the assigned principals’ role has the
implications on students’ academic performance because principals always supervise
teaching methods adopted by teachers, whether teachers prepare professional tools such
as schemes of work, lesson plan, records of work and sometimes, lesson notes as well as
supervising teachers’ class attendance. Finally, the researcher recommended Ambo town
education office, school, Ambo University and all concerned bodies to work on in
improving principals’ recruitment, selection, and placement criteria, providing short
training on the expected principals’ roles and how to principals connect their roles to
students’ academic performance jointly.

Key words: Academic performance, Principals, recruitment, secondary school, selection

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 CHAPTER ONE: INTRODUCTION

This introductory part of the study discusses about background of the study,
statement of the problem, objective of the study, research questions, significance
of the study, delimitation of the study, limitations of the study, definition of key
terms, and organizations of the study.

1.1. Background of the Study

School leadership development has become a priority in education policy agenda

internationally and nationally. Specific development for school leaders is linked to
the evidence that high-quality leadership is vital for school improvement and
student outcomes. There is growing recognition that the quality of leaders and
leadership is critical, if schools are to produce the best possible outcomes for their
learners and their stakeholders (Hallinger and Bryant, 2012). As a leader of
school, the school performance is highly impacted by school leader (Linda
L.Baker, 2001).

However, around the beginning of the 20 th century, as the school started growing
and the student’s grade had become structured and settled, the necessity for the
person who manage this multifaceted organization also become increasing. That
person is a school principal.

Historical development of school principals varies from country to country just

like their principals also become wider and wider. The common responsibility of
principals includes looking after personnel, responsible for executing new project
building and maintenance, financial operation, student programming and different
organizational policies related to disciplines, coordination among different
activities and other related issues. Leadership and management as well as serving
as a liaison between the teacher and central administration is the focus of
principals today. Sometimes, administrator and instructional leadership are used
interchangeably with school principal who serves in both a leadership and
administration capacity by means of appointment (Garissa Gail Mitchell, 2011).
Without great leaders, great schools could not exist (Toni. et al, 2019). This is

1
because the role of effective school functioning and management is the primary
duty of school principals.

In today’s schools, leadership plays a significant role in bringing about quality of

education in general and student achievement in particular. Principals are not only
managers of finance and property but also, and primarily, leaders of learning.
Principals need to spearhead the management of the curriculum and instruction by
facilitating the setting of the school’s vision and goals, maintaining academic
standards, monitoring student progress, enhancing parental involvement and
creating learning structures that sustain learning.

The Education and training policy document of Ethiopia Ministry of Education

also gives payable consideration that school leaders and other educational
personnel will be organized, on the basis of professional principles, including
professional code of ethics, professional development and overall rights and
duties. The policy stated that educational leaders be professional. School
leadership is a profession that requires special development for leading
educational organization and schools (MoE, 1994).

As Gebrewahd (2019, p.2) states regarding the capacity and quality of school
principal, the aim and objectives of education and training policy (ETP) is
producing man power that is equipped with the necessary educational quality as
well as sufficient number of school leaders to fulfill the national socio-economic
development that is needed and to bring up citizens who understand, respect and
defend the constitution; a citizen who respect democratic values and human rights,
moreover with good work culture and ethics (MOE,1994).

Thus, in fostering these aims and objectives the school principal plays important
roles include providing effective leadership at primary and secondary school.
(Crum & Sherman, 2008) stated that the principal needed to provide highly
valued, in sight in to their daily style that foster on environment which supportive
is of high teachers’ performance’.

According to the current situation, the main concern of school principals is to

coop with changes and complexities about education quality Davis et.al (2005).

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Thus, the educational leaders need professional skills and are expected to be
competent in various dimensions. They need to be: educational visionaries,
instructional and curriculum leaders, assessment experts, disciplinarian,
community builders, public relation and communication aspects, budget analysts,
facility managers, special program administrators as well as guardians of various
legal, contractual, and policy makers and initiatives.

Smith (1996) gave emphasis, in which principal leadership can make a difference
in student learning by influencing their schools policies and norms, teacher’s
practices and other school processes. Principals indirectly affect student learning
that is tied to student achievement and sustaining a school wide purpose focusing
on student learning. In addition, according to Peterson (2002), they are expected
to serve the often-conflicting needs and interests of many stakeholders, including
students, parents, teachers and officials at various levels. School has proposed
path goal theory to explain leadership. According to (hose, 1968) in the goal
theory leader does the following clarifies and sets goals together with subordinates
according to their abilities, skills, knowledge, and experience.

The leader further helps the subordinates to find the best path for achieving the
desired goals. The main task of principal was to create a conducive atmosphere for
the teacher to be able to achieve desired changes in students (Ibukan, 1997).

Today, schools need very skilled and competent school principal due to complex
nature of school environment. Therefore, effective recruitment and selection
process is very crucial; even though this is very challenging (Diana G. Pounder
and Phillip Young). Effective leadership is at the bottom of every successful
organization including school leadership (Sergiovanni in Seyoum, 2014).

Therefore, in order to lead schools effectively, effective selection and recruitment

procedure must be developed and formulated. The works of selection and
recruitment of school principals must also left to those professionals who have the
necessary knowledge and skill capacity with relation to school environment both
professionally as well as in experience.

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The same is true in case of Ethiopia that the selection of school principals
including high schools is not strongly followed the procedure as the importance of
school principals. Since the replacement of foreign principals by Ethiopians, the
ministry of education has made many attempts to improve the school leadership
and had taken different measures including medium and short-term training.
However, the problem of school principals are still reverberates in much Ethiopian
school system. As the researcher believes, this is highly related with the
principal’s selection processes and procedures. Therefore, the researcher is trying
to identify those problems, which has a relation with the recruitment, selection,
placement and the implication’s it has on students performance in Ambo town
government high schools.

1.2. Statement of the Problem

Leadership development is a critical determinant of organizational performance

across organizations, including schools. In this regard, increasing attention is
being paid internationally to develop high-quality school leadership development
process and implementation is necessary. School leaders are enamored by their
potential to equip potential leaders for their work by emphasizing instructional
and organizational leadership (Bush and Jackson, 2002). Following general
agreement of the importance of meaningful school leader development process to
successful school leadership, research has documented indicators and features of
high-quality leadership development process were the vital one especially for
leading schools (Barber, Whelan and Clark, 2010).

MoE (2013) gave concern to alleviate school leaders’ profession by giving great
attention to recent innovation, like professional development and Teacher
development, but in light of the indicated facts school leadership development
process lacks attention as required and faced challenges. Some of the challenges
in secondary schools of Bale Zone were lack of development for secondary
schools, number of qualified school leaders turn over the positions.

As a rational for launching the new school leaders’ development in the national
curriculum framework of school leadership development process, it was further

4
demonstrated that secondary school leaders were to align the recently developed
standards of school leaders with the new development process were additional
reasons to launch school leadership development.

A study conducted at Ambo University Ethiopia shows that the historical

development of the Ethiopian school leadership development process in different
stages were examined the development of the school leadership of a nation that
lasted over a century has many challenges from different angles. This study
identified the ups and down of school leadership development process starting
from evolution to current time was political command. Unfortunately, those
decisions didn’t involve educational stakeholders and most often, it didn’t
incorporate the will and concerns of the leaders’. Furthermore, evolution of the
school leadership was changeable in that it fluctuated back and forth rather than
consistently advancing forward. Hence, school leadership development of the
nation could not contribute what it must contribute to the Ethiopian school
leadership in development (Tesfaye, 2018).

Other explanatory qualitative study conduct by (Tesfaye 2018) at Ambo

University, ‘Selection and Preparation of School Leaders’ also identified about the
process of selection for development of school leaders gaps. The finding shows
that selection of competent school leaders for development lacks attention. The
criteria and procedures of selection need revision. However, the study did not
touches ones the other segment of school leadership development implementation
in secondary schools but concerned only with primary school levels in which the
selection not to development process and implementations have not been touched
on (Tesfaye, 2019).

In fact there were many educational achievements have been enumerated in the
country: for instances, leadership development education and attempts made to
optimize leadership development are achievements registered since the
introduction of General Education Quality Program (MoE, 2010). However,
beside the achievements, there are still many problems entitled with the school
leadership development process which needs future cooperative and sustainable

5
effort to resolve the problems. In line with this, Ministry of Education identified
problems such as limited capacity of school leaders at secondary school level and
shortage of development for their skills and capacity problems. Such gaps,
initiated. The Ethiopian government attempted to give emphasis to develop and
strengthen school leadership capacity in ESDP by designing new and organized
school leadership development. However, in many secondary schools, school
leaders are being selected and assigned at the leadership capacity without having
leadership qualification, inefficient skills of leadership capacity without
development in school leadership are still challenges that need solution (MOE,
2013).

MoE (2010) in ESDPIV suggests that a special leadership development has been
initiated to build the capacity of school leaders towards planning and managing
school activities with the introduction of ESDPs, in which leadership and
administration (LAM) has been introduced with due attention to general education
quality improvement programs GEQIP (MoE, 2008). The nomination of school
leaders usually takes place at Zonal or Woreda levels. which resulted into the
selection, recruitment and assignment of, the majority of secondary school
leaders’ below the standard set in the ESDP V though the Ministry of Education
suggests the selection, recruitment and assignment of leadership from that
graduates of the first degree for primary schools while second degree holders
meant for secondary school leadership with identified criteria (MoE, 2014).

Another qualitative study conducted by Abebe et al., (2009) in Gambela Region

shows that majority of the school leaders become school leaders without the
necessary development in school leadership. Most of the school leaders required
development both in teaching and school leadership. The study indicated the
strategies’ of enhancing school leadership was insufficient, with gaps in
recruitment and development of school leaders has gaps. On the other side it
focuses at both secondary and primary schools. The study method and the
variables in study area and time of study were differed from the current study.

6
The key challenges of secondary school leaders of today are lack of development
of school leaders and clear criteria of selection, recruitment and assignment.
Regarding this, Workineh (2012) described as: Until recently, school leader’s
development was not given attention in education practice and academic research
about school leadership development in Ethiopia. Instead policy documents tend
to focus mainly on access and equity.

There is a political glass ceiling that is observed during the recruitment, selection,
and even during placement. Under this condition, principals with low potentials
and low experienced are being recruited and selected. Lack of clarity during the
recruitment, and the selection process and procedures of school principals and the
urgent need of quality principals in the school and its implications on students’
low academic performance were considered as a gap.

Therefore, there is a gap in defining school mission, managing curriculum &

instruction, monitoring student progress, teachers’ professional growth and poor
student academic performance in the study area. Because the students’ national
examination results in grade twelve was observed to be very low in each, 2021-
2023 E.C.

Low student performance is the common problems in Ambo town administration

secondary schools. So, low academic achievement of the students in, the
researcher initiated to fill the gap and conduct in depth exploration of the problem
with reference to secondary schools Ambo town.

1.3. Objectives of the Study

1.3.1. General Objective

The main objective of this study was assessing the school principals’ recruitment,
selection, placement and its implication to students’ academic performance in
government secondary schools of Ambo town.

1.3.2. Specific Objectives

Specifically, this study was attempted to achieve the following objectives:

7
[1.] Assessing To assess the school principals recruitment, selection, and
placement criteria and its implementation in Ambo town secondary
schools
1.[2.] To identify the extent to the assigned school principals play their roles in
Ambo town secondary schools
2.[3.] To describe the implications of the school principals’ roles to the
students’ academic performance.

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 1.4. Research Questions

This research was tried to find out solutions to the following questions:

[1.] What are the school principals’ recruitment, selection, and placement
criteria and its implementationbeing implemented
1. Is there any diffewrence between the set criteria and the practise?
2. To what extent do the assigned school principals play their roles in Ambo
town secondary schools?
3. What are the implications of the school principals’ roles to the students’
academic performance?

1.5. Significances of the Study

Recognizing the prevailing practices and the problems of assigning those

principals who are recruited out of the selection criteria the study undertake detail
research and coming up with the sound recommendations that can play its own
role in the improvement of the quality of education. Thus, the study will be useful
in the following ways:

It could give awareness to both the education stockholders be it a

government and nongovernment as well as policy makers that help them
to act timely to provide quality education.
It may enable the school community as well as the Ambo town education
administration office as a whole to have an overall knowledge of the
problems and impacts of the way principals are recruited, the selection
criteria of school principals and their placement that in turn help them to
act appropriately.
The findings will draw attention to some of the problems and suggest
recommendations for improving recruitment and selecting school
principal’s thereby enhancing professional development and alleviating
the quality of education.

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 The study can initiate other researchers to undertake further research on
the issues related with school principal’s recruitment, selection and
placement.

1.6. Delimitation of the Study

It might give more impression if the research covers at least all government
schools, found in Ambo town, the limited time, material and financial constraints,
delimited the study to identify the problems of the recruitment, selection and
placements of school principals and its implications on students’ academic
performance in five secondary schools in Ambo town. Besides, to make the study
manageable, the study was restricted only to the government secondary schools of
Ambo town administration.

1.7. Limitation of the Study

The study has some limitations. There were inadequate previous studies in general
and the absence of local previous studies particularly in our context, which might
affect the strength of the study frame work. The researcher attempted to search
published and unpublished materials in order to support the study with tangible
evident. Besides, the other constrains during this study was unwillingness of some
teachers to fill the questionnaire in time and they delayed for few days. The
researcher went to each sampled schools more than five times and collected the
questionnaire in two months.

1.8. Operational definition of key terms

School Principal: In this study context, it can be defined as a person who manages
the school including the vice principals.
Secondary School: Structure of education system that includes general education
(9-12).
Role: The expected and characteristic pattern of behavior exhibited by principals
as a member of a school.

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 1.9. Organization of the study

This thesis was organized into five chapters; the first chapter covers the
introductory part, which comprises the background, statement of the problem,
objectives of the study, significances of the study, delimitation of the study,
limitation of the study, operational definition, and organization of the study. The
second chapter deals with the literature review. The third chapter focuses on the
methodology of the study including a general background to the study area,
research design, sampling techniques, data sources, method of data collection, and
method of data analysis. The fourth chapter contains data analysis and
interpretation. Finally, chapter five includes summary of the major findings,
conclusion, and recommendations.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

Under this chapter, some of the literature which has related with the topic under
study was reviewed. The chapter presents the concept of the developments of
school principal, the process of school principals recruitment, selection and
placements in Ethiopian government school system in general and government
secondary schools in Ambo town in particular. The ideas of how the school
principals recruited selected and placed, to what extent the recruited, selected and
placed principals play their role, and its implication to students’ learning
performance were discussed.

2.1. Historical Development of School Principals in General and the Case

of Ethiopia in Particular

Educational administrators who manage elementary, middle, and secondary

schools are called principals. They are primary leaders in a school (Meador,
2011). During the 1990s the role of the principal changed rapidly and dramatically
as result of organizational consequence stimulation accountability was the
movement to more decentralized decision making so that individual school
faculties and principals were more directly responsible for instructional decisions
that affect their school In general, traditionally, principals were expected to set
clear goals, allocate resources to instruction, manage the curriculum, monitor the
lesson plans and evaluate teachers. On the other hand, today, the principals’ roles
includes a deeper and broader involvement in the mechanics of teaching and
learning, defining & communicating school mission, managing curriculum and
instruction, supervision instruction and monitoring student progress the use of
data to make decision, and prescribe and participate in meaningful and innovative
professional development (King, 2002).

The role of the principal covers many different areas including leadership, teacher
evaluation, student discipline, and several others. A principal has a very important
role to fulfill in their daily job duties and responsibilities. They are the guiding
force which makes schools what they are today. Being an effective principal is
hard work consuming. A good principal is balanced within all their roles and

12
works hard to ensure that that they are doing what they feel is best for all
constituents involved (Meador, 2011).

According to the GLISI (2006) study, there are eight major roles of school
principals: Curriculum, assessment, and instruction; data analysis; process
improvement; learning and professional development; leadership; performance;
operations; and change.

Principals also meet with other administrators and students, parents, and
representatives of community organizations. School principals have greater
flexibility in setting school policies and goals, but when making administrative
decisions, they must pay attention to the concerns of parents, teachers, and other
members of the community. Principals also are responsible for preparing budgets
and reports on various subjects, such as finances, attendance and student
performance (BLS, 2010).

Today’s principal must be a legal expert, health and social services coordinator,
fundraiser, public relations consultant, parental involvement expert, and security
officer, who is technologically savvy, diplomatic, with top-notch managerial
skills, whose most important duty is the implementation of instructional programs,
curricula, pedagogical practice, and assessment models(Phillips, et al.,2003).

2.2. Recruitment, Selection and Placements of School Principals

The selection phase of a principal’s career includes preparation, recruiting,

appointment, induction, professional development, and evaluation phases (James
et al., 2019; Kwan & Walker, 2009; Walker & Kwan, 2012). In this paper,
selection is understood as a process in which the intention is to match the most
suitable candidate to be principal in a specific vacancy (Young, 2008). Following
the perspective of Palmer and Mullooly (2015), selection is defined as the first
strategic mechanism to ensure that a competent principal be appointed to a
leadership school position.

There are two major components in the principal selection process: selection
criteria and selection procedures. Selection criteria are qualifications required to
13
be eligible as principal (Kwan & Walker, 2009). Selection criteria are
fundamental to assess possible candidates. For example, Doyle and Locke (2014)
developed a study in five school districts in the United States reporting that the
selection criteria established were similar; most of them focused on competencies
and skills, such as instructional expertise, people management, cultural aspects
and problem solving skills. In Turkey, the selection criteria include knowledge,
for example, instructional practices, creating a school culture, administrative and
managerial skills, and ethical leadership behavior (Akba l, ahin & Gül, 2017).
Globally, the most frequent selection criteria identified in the research include:
professional qualifications, professional work experiences, and leadership and
management skills (Akba I, ahin & Gül, 2017; Alvarez-Alvarez & Fernández-
Gutierrez, 2017; Blackmore, Thomson & Barty, 2006; Doyle & Locke, 2014;
Gurmu, 2019; Kwan, 2012; Peirano, Campero & Fernández, 2015; Palmer &
Mullooly, 2015).

Selection procedures can be defined as formal activities to collect data to inform

hiring decisions. Interviews are the most used procedure to select school
principals (Walker & Kwan, 2012). For example, this is observed in Hong Kong
(Walker & Kwan, 2012), Australia (Blackmore et al., 2006), the United States
(Doyle & Locke, 2014) and England (James et al., 2019). However, interviewing
as a standard selection procedure has a fundamental flaw because interviews
cannot accurately predict job performance (MacBeath et al., 2006). Most of the
interviews are not well-structured and are highly subjective (Blackmore et al
2006; Walker & Kwan, 2012; Steed, Waniganayake & De Nobile, 2020), and
decisions for selecting principals tend to be based on intuition (Gronn & Lacey,
2006). During interviews, the panel selection focuses on two main themes:
candidate characteristics (e.g. bio-data, demographic, work experience, etc.) and
candidate quality (e.g. specific management skills, knowledge based, etc.) (Doyle
& Locke, 2014). The less common selection procedures include group activities
with other candidates, creating student learning tasks and meeting with parents
(Doyle & Locke, 2014). The combination of different selection criteria and
procedures focusing on leadership performance as well as desired skills and

14
knowledge is pivotal for improving principal selection (Romanowski et al., 2019;
Wildy, Pepper & Guanzhong, 2011)

2.2.1. Problems in principals Selection

The selection of principals has been conceptualized as problematic (Blackmore et

al., 2006; Doyle & Locke, 2014; Gronn & Lacey, 2006; Naso, 2011; Palmer,
Kelly, & Mullooly, 2015; Palmer, 2018). Blackmore et al. (2006) explored the
Australian context summarizing five problematic points in every principal
selection process: (1) the dependence of selection panels on a written application;
(2) the dilemma of experience versus potential; (3) the covert rule about the
appointment of preferred applicants hired through nepotism; (4) the quandary of
panel competency; and (5) the evidence of inconsistency of decisions (p. 302).

Based on the point of view of Naso (2011) three problems can be inferred; (1) the
idealistic view of selecting principals based on a computed score; (2) the uneven
progress in terms of research literature of school leadership and principal
selection; (3) the unstructured procedures to capture and predict real-life practices
of principals rather than rather than theoretical discussions in interviews. Palmer
and Mullooly (2015) added two other problems: (1) the highly subjective
procedures during the selection process and (2) the prevalence of non-merit
factors within principal selection. Findings of the same study indicated that 78%
of participants believe that the selection process considered non-meritbased
factors such as incumbents, gender, race/ethnicity, politics, favoritism, time in
service, etc. (Palmer & Mullooly, 2015). This generates a sense of inequity within
the pool of candidates in which the less-qualified candidate has more chances to
win the vacancy (Blackmore et al 2006; Palmer & Mullooly, 2015).

This suspicion of inequality is also observed in Ethiopia (Gurmu, 2018), Indonesia

(Bambang et al., 2015), Pakistan (Quraishi & Aziz, 2016), Chile (Donoso,
Fernández & Reyes, 2019) and Qatar (Romanowski et al., 2019). In these
contexts, political affiliation of candidates is a critical point in being selected as
principal. This situation raises ethical issues that negatively impact the confidence

15
and transparency of the whole process, due the fact that unqualified candidates are
selected most of the time (Gurmu, 2018; Palmer, 2018).

Currently, recruitment criterion of secondary school principal was first regulated

by MoE (2009) and specified the criteria. Hence, the candidate should fulfill the
specified qualification and should be trained a teacher should at least reach the
medium position in the teachers career ladder, should serve as a unit leader, vice
principal, or serve as students‘ dean, department head and pedagogical center
head. Additionally the candidate principal is expected to have Master’s Degree in
education and free from conviction and should not have disciplinary problems
were the criteria.

Recent literature on school reform suggests that principals or head teachers play a
critical role in the success of strategies to improve teaching and learning. The
knowledge they have of good teaching and learning practices, the leadership they
provide for the school and community, and the ongoing support they give to
teachers are all elements important to implementing successful school reforms.

According to Muluken et al., (2004) many of the principals in Sub Saharan

countries; did not make clear about the characteristics of leadership. It seemed
most often to refer to character qualities, such as ethical, fair, and personable. A
couple of principals mentioned that innovative and visionary were necessary
qualities for success, and only one stated that an understanding of teaching and
learning processes was important. These responses suggest that generally
principals do not regard their qualities or roles as including knowledge of effective
teaching and learning strategies. Rather, the role and the qualities necessary to be
successful as a principal are primarily defined as administrative.

Mulken, et al., (2004) noted that most principals in Sub Saharan Africa do not
have degrees in educational leadership. Rather, once they become a principal they
may participate in in-service or distance education noted workshops to develop
skills in needed areas. These workshops tend to focus on administration and
management, (e.g., accountability, resource management, and record keeping).

16
Some principals say that they have participated in workshops on communication
and community relations.

Principals recognize the need for further training and several stated that it would
be important to have a degree in educational leadership or administration. Areas in
which principals need further training include information technology for
financial management and evaluation, strategic planning, and human resource
management. In many countries of the world different researchers argued that
there is no an advanced degree program for principals. Rather in-service training
was a relatively new idea in the professional development of principals (Mulkeen,
et al., 2004). The development of a regional training facility for a master’s
education is considered as the tool for economic growth and social development
of a nation. Aydin, Sarier and Uysal (2013:807) and Elias and Girum (2018:1)
explain that education plays a pivotal role in the process of development and
public transformation. One of its purposes is to produce highly trained and skilled
human resources, which can sustain and accelerate economic and social
development of a country (Elias & Girum 2018:1). To attain the goals of the
school, the principal needs to engage in an effective leadership style to inspire and
encourage teachers (Eyal & Roth, 2011:271; Nir & Hameiri, 2014). Thus, school
principal leadership style has critical roles in the achievement of educational
outcomes (Ibrahim &Wahab, 2012). In harmony with this statement, Hallinger
(2007) and Leithwood and Sun (2012:420) report that, in an educational
organization, in which appropriate leadership are used by principals and where the
staff is highly motivated, the goals of the organization are very likely to achieve
the goals of the growth and transformational development plan and good
governance in Ethiopian sectors, effective implementation of civil service reform
has been implemented. The main purpose of civil service reform is to develop
civil servants who have the capability, knowledge, skills and common
understanding of, and appropriate attitude toward governmental policies and
strategies (Defere, 2016).

17
[2.3.] The Role of School Principals onin Ethiopia

Principals’ roles are numerous and range from managing the day-to-day functions
of schools to introducing different methods, procedures and ways of doing things
to make their schools effective and efficient (Marzano, 2003; Ross & Gray, 2006).
Hence, principals are expected to possess the necessary knowledge and leadership
skills to effectively lead their schools and to improve students’ learning and
achievement (Ross & Gray, 2006). They must be able to encourage and motivate
their staffs to accept the initiative and to provide the necessary resources and
support for the staff to successfully improve students’ achievement (Leithwood,
Louis, Anderson, & Wahlstrom, 2004).

In Ethiopian context the Ministry of Education MoE, (as cited in Wudu, 2003),
translated from Amharic version), pointed out that a school principal with the
collaboration of school curriculum committee is expected to meet the following
functions:

1. Has to prepare a program in which the school curriculum is to be divided

into short and long term programs with appropriate teaching materials and
supported by co-curricular activities to be implemented and evaluated.
2. Facilitates conditions that enable the teaching learning process to be
related with practical and fieldwork, and supported by co-curricular
activities and other educational activities.
3. Has to prepare a program which will enable educational materials,
laboratories, rooms for practical work, libraries etc are in conducive
situations to give a coordinated services.
4. Has to provide topics of instructional problems to different departments for
discussion. School principal monitors the smooth going of such activities
and also provides solutions for teaching learning problems, which are
beyond the abilities of each department.
5. Checks whether or not the curriculum prepared for each level and grade
has been successfully implemented as intended and also provide solutions
by studying the problems encountered during the process of
implementation.
18
 6. Comes up with suggestions that could facilitate the provision of staff
development or in-service training programs.
7. Produces valuable suggestions by studying the whole teaching-learning
process and by evaluating the curricular materials of the different
departments.

Similarly, MOE (2002) listed about 22 roles of a school principal, of which the
following are crucial: The school principal together with parent-teacher unity and
school community prepares annual plans with executing budget, thereby,
implement it accordingly when approved. She/he makes sure that each department
and teacher prepares a plan that emanates from the school plan and assures that it
is based up on national and regional goals set. She/he also makes sure that
teachers are informed and introduced with new events and new teaching and
learning as well as working methods by preparing short term trainings and
experience sharing programs at the school level with the view of helping them
develop professionally. And coordinates co-curricular activities together with
parent-teacher unity for the success of students educational activities performed in
the class as well as outside the class (p, 33).

As teaching learning process is a day-to-day and continuous process, the function

of the supervision at the school level should also be a continuous responsibility.
Within the school system, the supervisors are the school principal & vice
principal, the department heads and the senior teachers. The educational programs
supervision manual of ministry of education (MOE, 1994) has sufficiently listed
the roles of school principal in his/her capacity as instructional leader, in the area
of supervision at the school level as follows:

Creating a conducive learning environment to facilitate supervisory activities in

the school by organizing all necessary resources; Giving the professional
assistance and guidance to teachers to enable them to realize instructional
objectives; and supervise classes when and deemed necessary; Coordinating
evaluation of teaching-learning process and the outcome through initiation of
active participation of staff members and local community at large; Coordinating
of the staff members of the school and other professional educators to review and
19
strengthen supervisory activities and Cause the evaluation of the school
community relations and on the basis of evaluation results strive to improve and
strengthen such relations.

The school principals, play as facilitators of both curriculum implementation and

improvement (Wudu, 2003). His/her role as curriculum implementer is that when
he/she pays attention to particular innovation, there will be a greater degree of
implementation in the classroom of the school. The school principal has the
responsibility to provide directions and guidance, and assure that teachers have the
necessary instructional materials to carry out their duties. Without the support of
the school principals, the chance for successful curriculum implementation is very
low. This implies that curriculum implementation is a cooperative enterprise and a
joint venture between teachers and principals in the school. Therefore, school
principals are crucial to success or failure on the part of the school administrator
for the implementation function of the teacher (Wudu, 2003).

2.4. The Role of Principals’ in improving Students’ academic Performance

The principal’s efforts to improve students’ academic performance are not an easy
task. Inyeiga (1997) observes that the resources and facilities that a school would
need for the achievement of schools mission are qualified teaching staff, support
staff, physical facilities furniture, stores and enough play ground. Mutua (2011)
concurs that there is acute shortage of physical facilities and equipment in many
secondary schools. Insufficient educational facilities, equipment and supplies lead
to over use of the facilities that are available in the schools. Most schools lack
enough classrooms which lead to overcrowding of students during learning.

Many researchers have discussed different factors that affect student academic
performance. Some listed various factors that affect students‟ academic
performance. Nevertheless, Waters and Marzano (2006) asserted that identifying
the most contributing variables to quality of academic performance is a very
complex and challenging job. Among the different factors that have been
identified and studied for many years as important factors that play decisive role
on student academic success include school environment, personal characteristics
of learners, school personnel, and members of families (Goddard, 2003).
20
Some researchers classified the factors that strongly affect students‟ performance
as classroom factors and non-classroom factors (Mushtaq & Khan, 2012).
Classroom factors include class schedules, class size and general environment of
the class, learning facilities, course delivery methods and examinations systems,
complexity of the course and curriculum materials, teachers role in the class, and
technology used (Mushtaq & Khan, 2012). Nonclassroom factors include
extracurricular activities, family related factors, social factors and other related
issues (Mushtaq & Khan, 2012).

Moreover, some study findings also indicated that school principals‟ daily
leadership practices have a remarkable relationship with students‟ achievement.
Waters, Marzano and 53 McNulty (2003) asserted that there is a .25 average effect
size between school principals‟ leadership and students‟ achievement.

21
 CHAPTER THREE: RESEARCH DESIGN AND METHOD

The research design and methodology incorporates the description of the study
area, research design, research methods, and sources of data, target population,
sample size and sampling techniques, procedures of data collection, methods of
data collection and methods of data analysis.

3.1. Description of the study area

This study targeted secondary schools of Ambo town of Oromia Regional state,
Ethiopia. Ambo town is a zonal city with the second grade (stage) of
administrative status. The distance of Ambo town from the capital city of Addis
Ababa is 114 km to the West by surrounding Ambo Woreda rular kebeles of West
Shoa Zone. Ambo town has a total of six administrative kebeles and five
government secondary schools.

The geographical location of Ambo town is approximately 8056’30”N-80

59’30’’N latitude and between 370 47’30’’E-370 55’15’’E longitude (topographic
map sheet obtain from Ethiopian mapping Agency and topographic surveyed
map). The area under administration of the town including the adjacent proposed
expansion area is reckoned to be about 8587.58710715ha (85875871.0715m2).
The value of compactness index indicates that the shape of Ambo city deviates
from a perfectly compact shape by 60% (CSA, 2017).

3.2. Research Design

Research designs are plans and procedures for research that span the decisions
from broad assumptions to detailed methods of data collection and analysis
(Creswell, 2009). In this study, a descriptive survey research design was employed
to get the general picture of the implementation of secondary school principals’
recruitment, selection, and placement, their roles and its implication to students’
academic performance in Ambo town. Abiy et al., (2009) suggested that a
descriptive survey is used to gather data at a particular point in time to describe
the nature of existing conditions or identify standards against which existing

22
conditions can be compared, or determine the relationships that exist between
specific events.

3.3. Research Method

This study was guided by mixed research approach (both quantitative and
qualitative) methods. Because the researcher believed that employing mixed
methods strengthens the study by minimizing the weaknesses of one approach and
ensuring the strengths of another. Regarding this approach, Ary, Jacobs, Sorensen
and Razavieh (2010) stated that the use of mixed methods approach is to combine
multiple forms of data within a single study is not only legitimate but also, at
times, preferable. It could also provide more comprehensive answers to research
questions going beyond the limitations of a single approach Creed, Freeman,
Robinson & Woodley (2004). It is also practical in the sense that the researcher is
free to use all possible methods to address the research problem (Cresswell, 2006).
Furthermore, triangulation strategy was employed to confirm, cross-validate or
verify findings with in a study.

3.4. Sources of data

The aim of this study was to assess the relationship between instructional
leadership and teachers’ motivation in government secondary school of Ambo
town administration. Both primary and secondary sources of data were used for
this study.

3.4.1. Primary sources of data

The primary source of data was Ambo town government secondary school
teachers, school principals and Ambo town education office experts. The selection
of these as a source of data are intentionally based on the expectation that they
may have better information and experience regarding the relationship between
instructional leadership and teachers’ motivation in government secondary
schools.

23
 3.4.2. Secondary sources of data

Secondary data were gathered from different reports of the sampled secondary
schools and Ambo town educational office. In addition, principals’ personal files,
teachers’ development program staff minute and advertisements related to the
school principals’ recruitment, selection and placement in government secondary
schools were used as secondary source.

3.5. Target Population, sample size and sampling techniques

The population of the study comprised all teachers and principals in the
government secondary schools of Ambo town administration and Ambo town
education office experts. They are five total secondary schools in Ambo town
namely Ambo secondary school No. 1, Ambo secondary school No. 2, Awaro
secondary school, Liben Mecha secondary school and Bakalcha Bari secondary
school. In order to get sample from the mentioned target population, the
researcher used different techniques. For instance, four secondary schools (Ambo
secondary school No. 1, Ambo secondary school No. 2, Awaro secondary school,
and Liben Mecha secondary school) were taken by comprehensive sampling
technique from the five total secondary schools in the town except Bakalcha Bari
secondary school which was left for pilot study.

Based on the available statistical data record as at June 2023 of the town education
office, the target populations of the study were 293 teachers and school principals
in four Ambo town government secondary schools and six principals’ selection
committee from the education office. As the sample size of the study, the
researcher adopted Mugenda & Mugenda (2003) observation that a population
sample of 30% when the target population is less than 1000 and 10% when the
population exceeds 1000 is deemed to be a good representation to sample teacher
respondents.

Accordingly, the data source of the study included 96 teachers by using 30% of
Mugenda and Mugenda (2003). Since, the total number of the teachers are less
than 1000 (293×30÷100=87.9≈88) sampling was done through simple random
sampling technique. Kothari (2004) stated simple random sampling as every item
24
of the universe has an equal chance of inclusion in the sample. It is, so to say, a
lottery method in which individual units are picked up from the whole group as
the following table. Besides, all(9) secondary school principals(including vice
principals) and all(6) principals’ selection committee were purposely selected as a
sample because the researcher believed that they have full information about the
objectives of the study.

Table 3.1: Sample of respondents

No. Sampled Schools Respondents Total Sample % Sampling

Population technique
Teachers 99 30 30% Simple random
1. Ambo No. 1 100
Principals 3 3 Purposive
%
Teachers 77 23 30% Simple random
2. Ambo No. 2 100
Principals 2 2 Purposive
%
Teachers 53 16 30% Simple random
3. Awaro 100
Principals 2 2 Purposive
%
Teachers 64 19 30% Simple random
4. Liban Mecha 100
Principals 2 2 Purposive
%
5. Education office Expertise 17 6 35% Purposive
Teachers 293 88 30% Simple random
Sub Total 100
Principals 9 9 Purposive
%

Total 302 821 32%

3.6. Data Gathering Instruments

Three data gathering instruments, namely questionnaire, interview and focus
group discussions were used in this study.

25
 3.6.1. Questionnaire
A questionnaire is a form used in a survey design that participants in a study
complete and return to the researcher. In order to collect background information
of the respondents 4 closed-ended questions were distributed for teacher
respondents. Due to identify school principals’ recruitment, selection, and
placement criteria in Ambo town secondary schools, 13 closed-ended
questionnaires (others-rated), to investigate the level of school principals’ roles,
35 closed-ended questions (others-rated), and to measure implications of school
principals’ roles to the students’ academic performance, 7 questions were
distributed for 88 teacher respondents. All questionnaires were developed by the
researcher based on theories and objectives of the study used to collect necessary
data from teachers of Ambo town secondary schools. All distributed
questionnaires were five likert-scale; 5=strongly agree, 4=agree, 3=undecided,
2=disagree and 1= strongly disagree.

3.6.2. Semi-structured Interview

As Richards (2001), interviews allow for a more in-depth exploration of issues

than possible. Interview is the process which reflects the experiences on anything
and any subject. Interviews help us explain, better understand, and explore
research subjects' opinions, behavior, experiences, phenomenon, etc. Therefore,
the researcher has employed semi-structured interviews to collect qualitative data
by setting up a situation (the interview) that allows a respondent the time and
scope to talk about their opinions on a particular subject. Accordingly, 5 semi-
structured interviews were set for 9 sampled secondary school principals to
identify their attitude towards their selection, recruitment, and placement, their
roles and the implications of principals’ roles to students’ academic performance.

3.6.3. Focus Group Discussion

Focus group discussion was conducted with the expertise from Ambo town
education office to identify the way of recruitment, selection, and placement of
secondary school principals and the roles principals own. Dawson (2007) states
the advantage of FGD is to receive a wide range of responses during one meeting

26
participants can ask questions of each other, helps people to remember issues they
might otherwise have forgotten. Therefore, the major advantage of the focus
group discussion in this study was intended to get more information that the
questionnaire and interview may not provide.

3.7. Procedure of Data Collection

The questionnaire was tested and necessary correction was made to avoid
ambiguity and confusion before conducting the final data collection. This was
followed by the preparation of the final draft of the questionnaire. Then, the
questionnaire was administered with the help of vice principals and unit leaders of
the schools following the provision of the necessary orientation by the researcher.

3.8. Validity and Reliability Test of the Instrument

3.8.1. Validity

The validity of an instrument refers to how well an instrument measures the

particular concept it is supposed to measure (Whitelaw, 2001). To be sure of the
face validity, senior colleagues were invited to provide their comment. The
participants of the pilot test was also be first informed about the objectives and
how to fill, evaluate and give feedback on the relevance of the contents, item
length, clarity of items, and layout of the questionnaire. Based on their reflections,
the instruments were improved before they were administered to the main
participants of the study. As a result of the comment, two irrelevant items were
removed; two lengthy items were shortened, and some unclear items were made
clear. Moreover, to verify the content validity of the instrument, the questionnaire
with sufficient number (88 copies) of items addressing all objectives of the study
was administered to large number of secondary school teachers and then, 88
copies were collected with high return rate of 100%.

3.8.2. Reliability

According to Bless and Higson-Smith (2000), reliability is concerned with the

consistency of the instrument and an instrument is said to have high reliability if it

27
can be trusted to give an accurate and consistent measurement of an unchanging
value. Reliability measures the internal consistency of the model. In this research,
Cronbach’s alpha was used to test the reliability of instruments.

Sekaran (2000) provides the rules of thumb as the variable coefficients less than
0.6 are considered poor, coefficients greater than 0.6 but less than 0.8 are
considered acceptable and coefficients greater than 0.8 are considered good. In
this study, the researcher tested the reliability of the research instruments among
26 teacher respondents of non-sampled school by Cronbach’s alpha statistics with
the help of SPSS Version 27. Table 3.2 shows that the overall teachers’
questionnaire scored 0.897 Cronbach’s alpha. Based on the rule of Sekaran
(2000), the average reliability of the study items (.991) was indicated as good.

Cronbach's
No. Variables No of Items Rank
Alpha

1. School principals recruitment criteria .942 5 Good

2. School principals selection criteria .925 4 Good

3. School principals placement criteria .905 4 Good

4. Defining school mission and vision .959 4 Good

5. Managing curriculum and instruction .946 5 Good

6. Supervising and evaluating the instruction .901 6 Good

7. Monitoring instructional programs .934 5 Good

Promoting a conducive school learning

8. .924 5 Good
climate

Implications of school principals’ roles to

9. .947 7 Good
the students’ academic performance

Total Value .991 45 Good

Table 3.2: Questionnaires Cronbach’s alpha reliability statistics of the researcher

28
 3.9. Methods of Data Analysis

The data was analyzed quantitatively. Quantitative data was analyzed by using
frequency, percentage and mean scores. On the other hand qualitative data was
analyzed by narration and description (Kothari, 2004).

As regards to the quantitative data, responses were categorized and frequencies

were tallied. Percentage and frequency counts were used to analyze the
characteristics of the respondents as they help to determine the relative standing of
the respondents. The items of the questionnaires were presented in tables
according to their conceptual similarities. The scores of each item were organized
statistically compiled and imported in to SPSS version 27 to calculate frequency,
percentage and the mean value of each item. Percentage and frequency were used
because these are easier to interpret and useful to compare the trend over item or
among categories.

A five point likert Scale ranging from strongly agree - strongly disagree were used
for the sake of analysis and interpretation. In analysis of the above mentioned
questionnaires, the researcher decided the mean range from 1.00-2.33= low, from
2.34- 3.66= moderate level, and 3.70-5.00 high.

3.10. Ethical Consideration

In conducting this study, emphasis was given to every important ethical issue. The
researcher has made maximum effort to avoid unnecessary biases and ensures the
objective analysis and interpretation of the data collected. Therefore the researcher
has given due respect to the rights, needs, values and desires of the respondents in
the course of conducting this study. Moreover, the researcher has been assured
that the information obtained from the respondents was used for this particular
academic research purpose only.

29
 CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND
INTERPRETATION

This chapter deals with the presentation, analysis and interpretation of the data
collected from primary data sources. The chapter consists of two major parts. The
first part deals with the characteristics of respondents, and the second part presents
analysis and interpretation of the main data. Descriptive and statistical results
were used to analyze the data. Frequency and percentage were used to analyze the
characteristics of the respondents such as sex, age, level of education, work
experience, and responsibility. Descriptive statistical data like mean and standard
deviation were computed by SPSS 27 version for analysis.

Among 88 teachers invited to rate the questionnaires for the study, 88(100%)
teachers were participated and returned the questionnaires. Besides, all 9(100%)
school principals and 6(100%) expertise in the office were willingly participated
in the conducted interview and FGD. Hence, the presentation and interpretation of
the data collected on the characteristics of the respondents, principals’
recruitment, selection and placement, the extent to the assigned principals play
their roles, and the implication of the principals’ roles to students’ academic
performance were presented in tables and thematically and verbally discussed as
the following sections.

4.1. Characteristics of the Respondents

Based on the information obtained from sample respondents as in the below table
4.1, the demography of employee respondents such as: sex, age, service year,
marital status, and education qualification were analyzed.

30
 Table 4.3: Demographic data of Respondents

Teacher Principal Expertise

Characters Variables Respondents respondents Respondents
F % F % F %
Male 60 68.2 9 100.0 4 66.7
Gender Female 28 31.8 0 0.0 2 33.3
Total 88 100.0 9 100.0 6 100.0

Under 25 years 0.0 0 0.0 0 0.0

25 to 34 years 26 29.5 0 0.0 3 50.0

35 to 44 years 43 48.9 7 77.8 2 33.3

Age group
45 or 54 years 19 21.6 2 22.2 1 16.7
55 and above
9 10.2 0 0.0 0 0.0
years
Diploma 0.0 0 0.0 0 0.0
Educational
1st degree 52 59.1 2 22.2 4 66.7
Qualification
MA/MSc degree 36 40.9 7 77.8 2 33.3

1- 5 years 0.0 5 55.6 6 100.0

6 to 10 years 23 26.1 4 44.4 0 0.0

Service year in
11 to 15 years 31 35.2 0 0.0 0 0.0
current position
16 -20 15 17.0 0 0.0 0 0.0
20 and above 19 21.6 0 0.0 0 0.0

The result of the above table 4.1 shows the majority of respondents (83(72.3%))
were dominated by male and 60(68.2%) while 28(31.8) were female from a total
88 teacher respondents, all 9(100%) principals were male and 4(66.7%) of
education office expertise were male and 2(33.3%) were female. Regarding the
respondents’ age groups, 43(48.9) of teacher respondents, 7(77.7%) of principals,
and 2(33.3%) of education officials were 35-44, 26(29.5) of teacher respondents
and 3(50%) of expertise were 25-34, and 19(21.6%) teachers and 2(22.2%) of
principals and 1(16.7%) of expert were 36-45 years while the only 9(10.2%) of
teachers were 55 and above years old.

The information above in table 4.1 also shows the educational qualification of
respondents as majority of teachers 52(59.1%) of teachers, 2(22.2%) of principals

31
and 6(66.7%) of experts were 1st degree and 39(40.9%) of teachers, 7(76.7%) of
principals and 2(33.3%) of expertise were 2nd degree holders.

Table 4.1 also states that the majority 31(35.2%) of teacher respondents have
served for 11-15 years, 23(22.2%), 4(44.4%) of principals have served 6-10 years and
19(21.6%) have served above 20 and above years while 5(55.6%) of principals
and 6(100%) of expertise have served for 1-5 years at the current position. This
shows majority teacher respondents were experienced and they hopefully
provided their views concerning principals’ recruitment, selection, and placement,
principals’ role and the implications of principals’ roles to students’ academic
performance.

4.2. School Principals Recruitment, Selection, and placement Criteria

The following tTables 4.2-4.4 provide the implementation of school principals’

recruitment, selection, and placement criteria in secondary schools of Ambo town.

4.2.1. School Principals Recruitment Criteria

The following table 4.2 was developed to assess some criteria undertaken during
recruiting secondary school principals and its implementation in study area in
context.

Table 4.4: Teachers’ mean result of school principals’ recruitment criteria

N Std.
Items N Mean
o Deviation
1. Education office usually put adverts to announce the existence of a
88 1.66 .693
school principals vacancy in government secondary schools
2. Levels of education is often considered while recruiting new
88 4.25 .715
principals in government secondary schools
3. The recruitment criteria of school principals emphasize on
88 2.76 1.104
experience of leadership
4. The recruitment criteria of school principals emphasize on proper
88 1.41 .494
professional qualification
5. Political commitment is usually considered while recruiting new
88 4.26 .634
principals in government secondary schools
Aggregate Mean 88 3.23 .741

32
As indicated above in table 4.2 item 1 and 4 mean value of teacher respondents
was calculated and found to be low; that is 1.66 and at standard deviation of 0.693
and 1.41 and at standard deviation 0.494 respectively, which were below the
average mean value. This shows education office do not put adverts to announce
the existence of a school principals vacancy in government secondary schools and
the recruitment criteria of school principals do not emphasize on proper
professional qualification. The interview result obtained from school principals in
other way confirms that they recruited for the principal because of they were role
model teacher at their school. They pushed to be recruited by the education office
to shape the schools they recruited in. This shows there is no clear recruitment
criterion in Ambo town education office.

Table 4.2 also states the recruitment criteria of school principals emphasize on
experience of leadership was calculated and found to be moderate at mean score
of 2.76 and standard deviation of 1.104 whereas levels of education is often
considered while recruiting new principals in government secondary schools
(M=4.25 and SD=0.715) and political commitment is usually considered while
recruiting new principals in government secondary schools (M=4.26 and
SD=0.634) were found to be at high level of mean scores. The focus group
discussion result with teachers’ development experts confirms that their office
believes school principals should be matured in political commitment to manage
school teachers and other school communities unless experienced and criterion
fulfilled candidates could not be trusted criterion.

The aggregate mean value (M=3.23 and SD=0.741) of table 4.2 shows that
secondary school principals’ recruitment criterion was implemented at moderate
level, which is above the average mean value. This can be supported by the
obtained principals’ interview result and expertise focus group discussion as the
education office doesn’t implement the guided criterion of school principals at all.
It implies the office used to made additional fulfillments for principals’
recruitment. These findings lend credence to the findings of a study carried out in
Kuala Lumpur by Stewart and Knowles (2014) which revealed that the
availability of competent and efficient teachers does not happen by gambling, but

33
through an articulated recruitment exercise. This implies that teachers’ experience
is a key determinant in the academic performance of students and thus a crucial
consideration during recruitment of teachers.

4.2.2. School Principals Selection Criteria

The below table 4.3 presents the survey of teachers’ opinion on the
implementation of school principals’ selection criteria in Ambo town education
office.

Table 4.5: Teachers’ mean result on school principals’ selection criteria

N Std.
Items N Mean
o Deviation
1. There are clear set selection criteria to involve in school leaders’
88 2.33 .931
development
2. Most school principals are selected for school leadership
88 3.49 1.155
development with personal relationship
3. Selection of school leaders for school leadership development is
88 4.53 .502
affiliated by political loyalty
4. Education office gives equal opportunities for all teachers’
88 1.59 .655
selection to involve in school leadership development.
Aggregate Mean 88 2.99 .767

As observed in the above table 4.3 the calculated mean scores and standard
deviations show that selection of school leaders for school leadership development
is affiliated by political loyalty at high level (M=4.53 and SD=0.502) and school
principals are selected for school leadership development with personal
relationship at moderate level (M=3.49 and SD=1.155) while there are clear set
selection criteria to involve in school leaders’ development (M=2.33 and
SD=0.931) and education office gives equal opportunities for all teachers’
selection to involve in school leadership development (M=1.59 and SD=0.655) at
low level.

The aggregate mean value and standard deviation (M=2.99 and SD=0.767) of
table 4.3 was calculated and found the school principals’ selection was
implemented at moderate level in Ambo town education office. Following a

34
change of government in 1991, Ethiopia has been undertaking major reforms in its
educational system. The education reform and policy in Ethiopia has developed
different criteria and process of selection and placement of school leadership. The
policy instructs to select and assign the most qualified leadership to the position.
Its major focus is making educational leadership professionalize. The information
gained from interview and focus group discussion confirms that Ambo town
education office sometimes didn’t advertise for school principals’ selection since
the selection was implementing through the office management decision. The
policy states that educational leadership practices shall be professional,
democratic and efficient (TGE, 1994). However, most of the leadership did not
have the required qualification for secondary school leadership and they did not
get educational leadership development.

4.2.3. School Principals placement Criteria

The following table 4.4 indicates teachers’ perception of secondary school

principals’ placement criteria. The table provides the implementation of placement
criteria in Ambo town education office.

Table 4.6: Teachers’ mean result on school principals’ placement criteria

N Std.
Items N Mean
o Deviation
The placement criteria of school principals emphasize on
1. 88 4.51 .503
experience of leadership
Staff size and principals qualification are considered during
2. 88 2.34 .477
placement
Political commitment is usually considered while placement new
3. 88 4.60 .492
principals in government secondary schools
Female candidates are given priority in placement criteria of
4. 88 1.31 .464
school principals
Aggregate Mean 88 3.19 .427

Table 4.4 mean value and standard deviation of secondary school placement
criteria in Ambo town education office was found to be emphasized on experience
of leadership (M=4.51 and SD=.503) and political commitment consideration
(M=4.60 and SD=.492) at high level. But also, the implementation of principals
35
placement in staff size and principals qualification were considered during
placement moderately (M=2.34 and SD=.477) and female candidates are given
priority in placement criteria of school principals at low level (M=3.19 and
SD=.427).

The aggregate mean value of secondary school principals’ placement in table 4.4
was calculated and found to be moderate at (M=3.19 and SD=.427). The focus
group discussion result obtained from expertise was also confirmed as the school
principals placed mostly at their teaching staff because of they were believed to
more information about the school they will lead and thought to be successful.
This indicates Ambo town education office was not entirely implementing the
criteria of secondary school principals’ placement developed by MoE (2014).

In general the total mean value and standard deviations of the above three tables
show that each of criterion; secondary school principals’ recruitment criteria
(M=3.23 and SD=0.741), school principals’ selection criteria (M=2.99 and
SD=0.767), and secondary school principals’ placement criteria (M=3.19 and
SD=.427 were found to be at moderate level

4.3. The Extent to the Assigned School Principals Play their Roles

The result shown on tables 4.5-4.9 revealed that the extent of teachers’ agreement
to the application of school principals’ role like; defining school mission and
vision, managing curriculum and instruction, supervising and evaluating the
instruction, monitoring instructional programs, and promoting a conducive
school learning climate in Ambo town secondary schools whether the roles were;
low, moderate, or high. Appropriately, the researcher ranked the mean range from
1.00-2.33= low, from 2.34- 3.66= moderate level, and 3.70-5.00 high.

4.3.1. Defining school mission and vision

The following items 1-4 shown in table 4.5 revealed teachers’ perception of their
school principals’ role defining school mission and vision (developing school
goals, sharing responsibility, assessing students’ academic performance, and
communicating the school goals).

36
Table 4.7: Teachers’ mean score of school principals’ role in defining school mission and
vision

Std.
No Items N Mean
Deviation
1. Develops school wide goals that focused on students’ learning 88 3.85 .891
Frames the school’s goals in terms of teachers’ responsibilities for
2. 88 4.22 .780
meeting them
Uses data on students’ academic performance when developing the
3. 88 3.94 1.054
school’s goals
4. Communicates the school goals effectively to staff, student and parents 88 4.34 .693
Aggregate 88 4.09 .817

The above table 4.5 shows the calculate mean value and standard deviations of
Ambo town secondary schools’ principals play their role of developing school
wide goals that focused on students’ learning (M=3.85 and SD=.891), framing the
school goals in terms of teachers’ responsibilities for meeting them (M=4.22 and
SD=.780), uses data on students’ academic performance when developing the
school goals (M=3.94 and SD=1.054), and communicating the school goals
effectively to staff, student and parents (M=4.34 and SD=8.17).

The aggregate mean value and standard deviation (M=4.09 and SD=.817) of table
4.5 was found to be at high level in defining school mission and vision. The
interviewed school principals also confirmed that as they developed school goals,
framed responsibility, communicates the expected achievement to stakeholders.
This shows the assigned school principals succeed their role.

4.3.2. Managing Curriculum and Instruction

Items 1-5 in below table 4.6 indicates to what extent to curriculum and instruction
was managed by school principals in terms of ensures the timely allocations of
resources, implementing school calendar, keeping instructional time, scheduling
co-curricular activities, supporting teachers in improving their curriculum were
discussed below the table.

37
Table 4.8: Teachers’ mean score of school principals’ role in managing curriculum and
instruction
N Std.
Items N Mean
o Deviation
ensures the timely allocations of resources (human, material and 8
1. 4.44 .500
financial) necessary for instructional process 8
ensures the beginning of instructional process according to the 8
2. 4.39 .490
school calendar 8
prevents instructional time from disruptions (external and/ or 8
3. 3.09 .811
internal) 8
schedules co-curricular activities in support of the formal 8
4. 4.18 .653
instructional process 8
encourages and support teachers to revise and improve their 8
5. 1.89 .765
curriculum 8
8
Aggregate Mean 3.60 .595
8

Secondary school teachers’ mean score in the above table was calculated to be
1.89-4.44 with standard deviation of 0.490-811 for 1-5 items. Secondary school
principals mean score and standard deviation shows principals play their role to
ensure the timely allocations of resources (human, material and financial)
necessary for instructional process (M=4.44 and SD=.500), ensure the beginning
of instructional process according to the school calendar (M=4.39 and SD=.490),
and schedule co-curricular activities in support of the formal instructional process
(M=4.18 and SD=.653) at high level, prevent instructional time from disruptions
(external and/ or internal) (M=3.09 and SD=.811) at moderate level, and
encourage and support teachers to revise and improve their curriculum (M=1.89
and SD=.765) at low level.

The aggregate mean score (3.60) and standard deviation (.595) obtained from
items 1-5 of the above table 4.6 depicts that secondary school principals play their
managing curriculum and instruction role at moderate level. This shows school
principals’ role of managing curriculum and instruction activities were not equally
considered.

38
 4.3.3. Supervising and Evaluating the Instruction

The below table 4.7 describes the level of secondary school principals’ role in
supervising and evaluating the instruction. Mean and standard deviation statistical
tools were used measure the application of the mentioned principals’ role with 1-6
relative items as following.

Table 4.9: Mean score of school principals’ role in supervising and evaluating the instruction

N Std.
Items N Mean
o Deviation
Make classroom visits for the purpose of improving instructional
1. 88 1.68 .468
process
Give adequate time after class visit to discuss the problems and
2. 88 1.86 .345
plan improvement together
Hold regular meetings with each department for the purpose of
3. 88 2.59 1.151
improving curriculum and instruction
Use teaching staff meetings to discuss curricular and instructional
4. 88 3.43 .785
issues
5. Encourage teachers to use different instructional methods 88 1.84 .741
6. Make regular follow-up and feedback to teachers 88 1.53 .502
Aggregate Mean 88 2.16 .586

As stated in table 4.7 above, the mean value of principals’ role in supervising and
evaluating the instruction was rated from 1.53-3.43 and standard deviation
of .345-1.151 with six specific items. The obtained school principals’ mean result
and standard deviation of items 3 and 4 show that principals hold regular meetings
with each department for the purpose of improving curriculum and instruction
(M=2.59 and SD=1.151) and use teaching staff meetings to discuss curricular and
instructional issues (M=3.43 and SD=.785) at moderate level while the left items
(1, 2, 5 and 6); making classroom visits for the purpose of improving instructional
process (M=1.68 and SD=.468), giving adequate time after class visit to discuss
the problems and plan improvement together (M=1.86 and SD=.345), encouraging
teachers to use different instructional methods (M=1.84 and SD .471), and making
regular follow-up and feedback to teachers (M=1.53 and SD .502) at low level.

39
The aggregate mean value and standard deviation calculated from principals’ role
of supervising and evaluating the instruction (M=2.16 and SD .586) was found to
be at low level.

4.3.4. Monitoring Instructional Programs

The role of principals in monitoring instructional programs was provided in the
below table 4.8 with 5 items. The mean and standard deviation of teachers’
respondents was rated as the following.

Table 4.10: Mean score of school principals’ role in monitoring instructional programs

N Std.
Items N Mean
o Deviation
Regularly collects classroom information on student
1. 88 3.55 1.124
achievement
meets individuals with teachers to discuss student’s academic
2. 88 1.69 .684
progress
regularly talks with parents regarding student’s academic
3. 88 2.98 1.083
progress
4. uses test results to assess progress toward school goals 88 1.31 .464
informs the schools performance result to teachers in a report
5. 88 3.23 .827
form
Aggregate Mean 88 2.55 .776

The calculated mean value and standard deviations show that school principals
regularly collect classroom information on student achievement (M= 3.55 and
SD=1.124), informs the schools performance result to teachers in a report form
(M=3.23 and SD=.827), regularly talk with parents regarding student’s academic
progress (M=2.98 and SD=1.083), at moderate level and meet individuals with
teachers to discuss student’s academic progress (M=1.69 and SD=.684) and use
test results to assess progress toward school goals (M=1.31 and SD=.464) at low
level.

The aggregate mean value (M=2.55 and SD=.776) of table 4.8 above states that
principals play the role of monitoring instructional programs at moderate level.

40
 4.3.5. Promoting a Conducive School Learning Climate

Items 1-5 in table 4.9 below discusses about the secondary school principals role
in promoting conducive school learning climate. Mean and standard deviation
were calculated for each of item and the aggregate value was framed.

Table 4.11: Mean score of school principals’ role in Promoting a Conducive School Learning
Climate
N Std.
Items N Mean
o Deviation
1. Establish supportive and motivating atmosphere in which staff,
parents and students are encouraged to work as a team in the 88 1.60 .635
school
Create positive environment in which good working relationship
2. 88 1.45 .501
exist
3. Establish a productive working relationship with the community 88 2.50 1.145
4. Advocate school environment conducive to student achievements 88 4.09 .600
5. Encourage a culture of trust the teaching staff 88 2.78 1.236
Aggregate Mean 88 2.49 .768

Among principals’ role in promoting a conducive school learning climate;

Advocating school environment conducive to student achievements was highly
implemented with (M=4.09 and SD=.600) while encouraging a culture of trust the
teaching staff (M=2.78 and SD=.768), establishing a productive working
relationship with the community (M=2.50 and SD=1.145) at moderate level, and
establishing supportive and motivating atmosphere in which staff, parents and
students are encouraged to work as a team in the school (M=1.60 and SD=.635)
and creating positive environment in which good working relationship exist
(M=1.45 and SD=.501) at low level.

The aggregate mean of the above table 4.9 was calculated to be found at moderate
level with (M=2.49 and SD=.768). The information obtained from school
principals’ interview in this regard describes because of workload and different
interrupting events at school, they mostly focus on creating a conducive school
environment for students. However, they do not plan to work on engaging school
staffs, building working relationship and establishing productive environment.

41
 4.3.6. Summary of Secondary School Principals’ roles

As shown in table 4.10 below, secondary school principals’ roles were

summarized in terms of mean and standard deviation as the following.

Table 4.12: Total mean of school principals’ roles

School Principals’ Roles N Mean Std. Deviation
Defining school mission and vision 88 4.09 .817
Managing Curriculum and Instruction 88 3.60 .595
Supervising and Evaluating the Instruction 88 2.16 .586
Monitoring Instructional Programs 88 2.55 .776
Promoting a Conducive School Learning Climate 88 2.49 .768

Average 88 2.98 .699

To summarize the data obtained from table 4.5-4.5 regarding secondary

principals’ roles rated by teacher respondents, only defining school mission and
vision was implemented at high level at 4.09 mean score and .817 standard
deviation. The other principals’ roles were ranked to be moderate as managing
curriculum and instruction was at 3.60 mean and .595 SD, supervising and
evaluating the instruction was at 2.16 mean and .586 standard deviation,
monitoring instructional programs was at 2.55 mean and .776 standard deviation,
and promoting a conducive school learning climate was at 2.49 mean value
and .768 standard deviations.

The average mean value of school principals was calculated and found to be
moderate at 2.98 mean value and .699 standard deviation at all. The interview
result supports this finding by the school principals do not apply the expected
roles at equal level, lack of knowledge about their roles, low commitment, and
decreased working motivation.

4.4. The Implications of the Assigned School Principals’ Roles to the

Students’ Academic Performance

The assigned school principals have the very influential roles in improving
students’ academic performance through encouraging students, providing follow
up and feedback, assessing students’ need, reinforcing personal relationship
42
among school stake holders and recognizing students’ achievements. In addition
the role of school principals implies providing support services for students,
enabling school wide approach to students’ discipline.

Therefore, table 4.10 below shows the implications of the assigned secondary
school principals’ role to the students’ academic performance. The mean and
standard deviations of teachers’ response were calculated and analyzed as the
following.

Table 4.13: Mean result of teachers’ response on school principals’ roles to the students’ academic
performance

Std.
No Items N Mean
Deviation
1. School principals encourage the students to take responsibility for
88 4.18 .781
their learning
School principals follow learners’ assessment seriously and
2. 88 1.52 .502
feedback of results is used to evaluate their academic progress.
School principals have mechanism for identifying students’ needs,
3. 88 1.42 .496
and providing interventions on an individual basis
School principals scheduled reinforces the development of
4. 88 3.25 .900
personal relationships between students, among students &teachers
5. School principals recognize the students‘ achievements formally 88 1.93 .799
6. School principals provided school support services for students 88 3.50 .788
School principals enabled school wide approach to student
7. 88 3.68 .704
discipline emphasizes personal responsibility and achievement
Aggregate Mean 88 2.78 .630

Table 4.11 above indicates that the school principals of Ambo town secondary
schools encourage the students to take responsibility for their learning at high
level of 4.18 mean score and standard deviation of .781 and principals enabled
school wide approach to student discipline emphasizes personal responsibility and
achievement (M=3.68) and SD=.704) at high level while moderately school
principals scheduled reinforces the development of personal relationships between
students, among students &teachers (M=3.25 and SD=.900), School principals
provided school support services for students (M=3.50 and SD=.788), and lowly
School principals follow learners’ assessment seriously and feedback of results is

43
used to evaluate their academic progress (1.52 and SD=.502), school principals
have mechanism for identifying students’ needs, and providing interventions on
an individual basis (M=1.42 and SD=.496), school principals recognize the
students‘ achievements formally (M=1.93 and SD=.799).

The total mean value of table 4.11 shows the assigned school principals’ role
implies the students’ academic performance at moderate level with the mean value
of 2.78 and standard deviation of .630. The obtained result from expertise’s focus
group discussion and principals’ interview information confirms that the assigned
principals are not equally applying their principals’ role and this led students’ low
academic performance. The school principals succeed their roles have the
encouraged students’ academic performance whereas the lowly played school
principals’ role scored low students’ academic performance. Therefore, school
principals’ role directly implies students’ academic performance.

44
 CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS

The main objective of this study was assessing the school principals’ recruitment,
selection, placement and its implication to students’ academic performance in
government secondary schools of Ambo town administration. According to the
analysis results and discussions of the study, from a total of 88 teacher
respondents, all of 88(100%) were rated on all distributed questionnaires. Besides,
the selected 9 school principals and 6 education office expertises were also
voluntarily participated in interview and focus group discussions respectively.

Based on the objectives of the study, attempts have been made to provide answers
to the following basic questions and the major findings have been obtained from
data analysis respectively:

1. What are the school principals’ recruitment, selection, and placement

criteria and its implementation?
2. To what extent do the assigned school principals play their roles in Ambo
town secondary schools?
3. What are the implications of the school principals’ roles to the students’
academic performance?

5.1. Summary of the Major Findings

Based on the data analyzed, the following major findings have been drawn:

 The findings of the teachers’ questionnaire supported by education office

expertise’s focus group discussion and principals’ semi-structured
interview stated that each of criterion; secondary school principals’
recruitment criteria (M=3.23 and SD=0.741), school principals’ selection
criteria (M=2.99 and SD=0.767), and secondary school principals’
placement criteria (M=3.19 and SD=.427 were found to be at moderate
level with the total mean value of (M=2.49 and SD=.768).

45
  The findings of the study shows among the secondary principals’ roles
rated by teacher respondents, only defining school mission and vision was
implemented at high level (M=4.09 and SD= .817). The other principals’
roles managing curriculum and instruction (M=3.60 and SD=.595),
supervising and evaluating the instruction (M=2.16 and SD=.586),
monitoring instructional programs (M= 2.55 and SD=.776), and promoting
a conducive school learning climate (M= 2.49 and SD=.768) were found to
be moderate level. The average mean value of school principals was also
calculated and found to be moderate at 2.98 mean and .699 standard
deviations.
 The mean value of teachers’ questionnaire depicts that the assigned school
principals’ role implies the students’ academic performance at moderate
level with the mean value of 2.78 and standard deviation of .630. The
obtained result from expertise’s focus group discussion and principals’
interview information confirms that the assigned principals are not equally
applying their principals’ role and this led to difference level of students’
academic performance.

5.2. Conclusion

Since the main objective of this study was to assess the school principals’
recruitment, selection, placement and its implication to students’ academic
performance in government secondary schools, major findings of the study were
drawn and the conclusions has made as follows:

The study findings show that secondary school principals’ recruitment, selection,
and placement criteria were found to be at moderate level. School principals’
recruitment criterion was not implemented because of challenges of external and
internal factors. Regarding to selection of school principals to the positions in the
town was biased with different issues. This means most of secondary schools
principals were not selected by giving priority for potential candidate pulling to
the position but by apolitical royalty and intimacy were the influence. The

46
principals’ placement criteria were also dominated by personal relationship and
political affiliation at most of the secondary schools.

The study reveals that school principals play their principals’ role at moderate
level. This implies some of drawbacks that operate against roles of the school
principals in playing their role are lack of leadership & management, insufficient
experience in principal ship, less parental involvement of support and cooperation,
work load, shortage of time, lack of internal as well as external support, lack of
budget. The other their moderate performance is due to the lack of basic
knowledge in the area of leadership and management from findings of all
interviewed participants and focus group discussions confirmed that principals
were more focused on administrative areas than comprehensive roles.

From the study findings, it is also evident that assigned principals’ role has the
implications on students’ academic performance in public secondary schools.
Principals always supervise teaching methods adopted by teachers, whether
teachers prepare professional tools such as schemes of work, lesson plan, records
of work and sometimes, lesson notes as well as supervising teachers’ class
attendance.

5.3. Recommendation

Based on the major findings of this study, a researcher recommends the following
points for teachers and school principals of Ambo town secondary schools and
Ambo town education office as the following:

 Based on the findings of the study, it is recommended that Ambo town

education office had to select, recruit and place school principals prioritize
leadership development by identified, and clear and unbiased criteria free
of political affiliation and intimacy. Thus, the Ambo town education office
is better to use clear, unbiased criteria and merit based of school leadership
development selection, recruitment and placement for school principal
ship position.

47
 Ambo town education office and other concerned stakeholders are better to
provide and implement school principals’ capacity building seminars,
conferences, coaching, workshops (in-service and pre-service) by
inventorying skill gaps for newly assigned school leaders without
sufficient development in school principal ship.
 School principals had better to show commitment and motivation to play
their expected roles in different strategies as the role they play has its own
implications on students’ academic performance.
 Finally, Ambo town education office, Ambo town secondary schools’
principals, Ambo University and all concerned bodies are suggested to
plan in improving principals’ selection criterion, providing short training
on the expected principals’ roles and how to principals connect their roles
to students’ academic performance jointly.

48
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D’Arbon, T., Duigan, P., Duncan, D., & Goodwin, K. (2001). Planning for the
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52
 APPENDICES
Ambo University
School of Graduate studies College of Education
Institute of Education and Behavioral Science
Department of Educational Planning and Management
Questionnaire for teachers
Dear Participant:
I am Tefera Dugasa graduating class of Educational leadership and Management
student of 2023 from Ambo University. The purpose of this study is to assess the
school principals’ recruitment, selection, placement and its implication to
students’ academic performance in government secondary schools of Ambo town.
To this end, I am respectfully requesting your cooperation and participation in this
study by completing this questionnaire.

There is no right or wrong answer in this survey and you are only required to
indicate your personal opinion. The information you give will be used for
academic purpose only. I also assure you that all of your responses will be kept
anonymous.
Please read the directions at the beginning of each section carefully and respond to
all questions as accurately as possible.

Thank you for your cooperation!

Tefera Dugasa
Mobile number: 0962422572

53
 1. Teachers’ Questionnaire
The following questions concern your personal information. Completion of this
information is voluntary and its confidentiality is assured. No individual data will
be reported.

General Information
Writing your name in any parts of the questionnaire is not required
Put tick mark “ (√)” for questions you assumed to be answer
There is no need to consult others to the questionnaires
Part 1: Teachers’ Demographic Questions

The following questions concern your personal information. Completion of this

information is voluntary and its confidentiality is assured. No individual data will
be reported.

1. Sex: Male Female

2. Age Group
Under 25 41 to 50
25 to35 51 to 55
36 to 40 55 and Above
3. Educational qualification:
Diploma Masters (2nd degree)
1st Degree Doctorate Degree (PhD)
4. Service years as instructional leadership
0 to 5 years
6 to 10 years
11 to 15 years
16 and above

54
 Part 2: School Principals Recruitment, Selection, and placement Criteria

Instruction: The following are some school principals’ recruitment, selection,

and placement criteria. Please, rate each statement from strongly agree to strongly
disagree by putting (√) mark in the columns provided using the following scale.

School Principals Recruitment Criteria

Keys: 5 = Strongly Agree, 4= Agree, 3 = Undecided, 2 = Disagree, 1=Strongly

Disagree
Response
No. Items
1 2 3 4 5
1. Education office usually put adverts to announce the existence of a
school principals vacancy in government secondary schools
2. Levels of education is often considered while recruiting new principals
in government secondary schools
3. The recruitment criteria of school principals emphasize on experience of
leadership.
4. The recruitment criteria of school principals emphasize on proper
professional qualification.
5. Political commitment is usually considered while recruiting new
principals in government secondary schools

School Principals Selection Criteria

No Response
Items
. 1 2 3 4 5
There are clear set selection criteria to involve in school leaders’
1.
development
Most school principals are selected for school leadership development
2.
with personal relationship
Selection of school leaders for school leadership development is affiliated
3.
by political loyalty
Education office gives equal opportunities for all teachers’ selection to
4.
involve in school leadership development.
 School Principals placement Criteria

No Response
Items
. 1 2 3 4 5
1. The placement criteria of school principals emphasize on experience of
leadership.
2. Staff size and principals qualification are considered during placement

3. Political commitment is usually considered while placement new

principals in government secondary schools
4. Female candidates are given priority in placement criteria of school
principals

Part 3: The Role of school principal ship

Instruction: The following are some school principals’ roles like defining school
mission and vision, managing curriculum and instruction, supervising and evaluating
the instruction, supervising and evaluating the instruction, monitoring instructional
programs, and promoting a conducive school learning climate. Please, rate each
statement from strongly agree to strongly disagree by putting (√) mark in the columns
provided using the following scale.

Keys: 5 = Strongly Agree, 4= Agree, 3 = Undecided, 2 = Disagree, 1=Strongly

Disagree

I. Defining school mission and vision

My school principal is:
Response
No. Items
1 2 3 4 5
1. Develops school wide goals that focused on students’ learning
2. Frames the school’s goals in terms of teachers’ responsibilities
for meeting them
3. Uses data on students’ academic performance when

56
 developing the school’s goals
4. Communicates the school goals effectively to staff, student
and parents
II. Managing Curriculum and Instruction

Response
No. Items
1 2 3 4 5
1. ensures the timely allocations of resources (human, material
and financial) necessary for instructional process
2. ensures the beginning of instructional process according to the
school calendar
3. prevents instructional time from disruptions (external and/ or
internal)
4. schedules co-curricular activities in support of the formal
instructional process
5. encourages and support teachers to revise and improve their
curriculum

III. Supervising and Evaluating the Instruction

Response
No. Items
1 2 3 4 5
1. Make classroom visits for the purpose of improving
instructional process
2. Give adequate time after class visit to discuss the problems
and plan improvement together
3. Hold regular meetings with each department for the purpose
of improving curriculum and instruction
4. Use teaching staff meetings to discuss curricular and
instructional issues
5. Encourage teachers to use different instructional methods

57
6. Make regular follow-up and feedback to teachers

58
IV. Monitoring Instructional Programs

Response
No. Items
1 2 3 4 5
1. Regularly collects classroom information on student
achievement
2. meets individuals with teachers to discuss student’s academic
progress
3. regularly talks with parents regarding student’s academic
progress
4. uses test results to assess progress toward school goals
5. informs the schools performance result to teachers in a report
form

V. Promoting a Conducive School Learning Climate

Response
No. Items
1 2 3 4 5
1. Establish supportive and motivating atmosphere in which
staff, parents and students are encouraged to work as a team in
the school
2. Create positive environment in which good working
relationship exist.
3. Establish a productive working relationship with the
community.
4. Advocate school environment conducive to student
achievements.
5. Encourage a culture of trust the teaching staff

59
Part 4: Implications of school principals’ roles to the students’ academic
performance

Instruction: The following are some questions about implications of school

principals’ roles to the students’ academic performance. Therefore, your kindly
requested to rate each statement from strongly agree to strongly disagree by putting
(√) mark in the columns provided using the following scale.

Keys: 5 = Strongly Agree, 4= Agree, 3 = Undecided, 2 = Disagree, 1=Strongly

Disagree

Response
No. Items
1 2 3 4 5
1. School principals encourage the students to take responsibility
for their learning
2. School principals follow learners’ assessment seriously and
feedback of results is used to evaluate their academic
progress.
3. School principals have mechanism for identifying students’
needs, and providing interventions on an individual basis
4. School principals scheduled reinforces the development of
personal relationships between students, among students
&teachers
5. School principals recognize the students‘ achievements
formally
6. School principals provided school support services for
students
7. School principals enabled school wide approach to student
discipline emphasizes personal responsibility and achievement

60
 Ambo University
School of Graduate studies College of Education
Institute of Education and Behavioral Science
Department of Educational Planning and Management

Interview for Ambo town secondary schools’ principals

Interview guide lines for principals

The aim of this interview is to assess the school principals’ recruitment, selection,
placement and its implication to students’ academic performance in government
secondary schools of Ambo town. The information gathered through this interview
will be used strictly for academic purpose. So your honest response determines the
success of the study, thus you are kindly requested to response carefully and honestly.

Part 1: Personal Information

1. School: ____________
2. Sex: A) male: _____ B) female:_______
3. Age: _________
4. Service year: ____________ years
5. Educational qualification: A) Degree: ______ B) MA/MSc:_____ C)
PhD:_______

Part 2: Interview Questions

1. What are the criteria for the principal ship position for secondary schools?
2. What kind of roles do you play in the school?
3. To what extent do you play your principal ship role?
4. Do you think that your principal ship has implications to your students’
academic performance?
5. How school principals can influence students’ academic performance?

Thank you for your time and cooperation!

61
Focus Group Discussion (FDG) For Ambo Town Education office Experts

The aim of this FGD guide is designed to assess the school principals’ recruitment,
selection, placement and its implication to students’ academic performance in
government secondary schools of Ambo town. The information gathered through this
FGD will be used strictly for academic purpose. So your participation, opinion,
feeling and reaction will give important contribution for the final comes of the
research.

Part 1: Personal Information

1. Sex: A) male: _____ B) female:_______

2. Age: _________
3. Service year: ____________ years
4. Educational qualification: A) Degree: ______ B) MA/MSc:_____ C)
PhD:_______

Part 2: Questions for Focus group discussion

1. What are the criteria for secondary school principals’ recruitment, selection,
and placement?
2. Do you think the recruited, selected, and placed school principals play their
role of instructional leadership?
3. Do you find principals’ leadership implications to students’ academic
performance?
4. What is the major principals’ role need to be improved in order to improve
students’ academic performance?

Thank you for your participation!

62
 APPENDICES
SPSS OUTPUT

N Items N Mean Std.

o Deviation
Education office usually put adverts to announce the existence of a
88 1.66 .693
school principals vacancy in government secondary schools
Levels of education is often considered while recruiting new
88 4.25 .715
principals in government secondary schools
The recruitment criteria of school principals emphasize on experience
88 2.76 1.104
of leadership.
The recruitment criteria of school principals emphasize on proper
88 1.41 .494
professional qualification.
Political commitment is usually considered while recruiting new
88 4.26 .634
principals in government secondary schools
School Principals Recruitment Criteria 88 3.23 .741
There are clear set selection criteria to involve in school leaders’
5. 88 2.33 .931
development
Most school principals are selected for school leadership development
6. 88 3.49 1.155
with personal relationship
Selection of school leaders for school leadership development is
7. 88 4.53 .502
affiliated by political loyalty
Education office gives equal opportunities for all teachers’ selection
8. 88 1.59 .655
to involve in school leadership development.
School Principals’ Selection Criteria 88 2.99 .767
The placement criteria of school principals emphasize on experience
5. 88 4.51 .503
of leadership.
6. Staff size and principals qualification are considered during placement 88 2.34 .477
Political commitment is usually considered while placement new
7. 88 4.60 .492
principals in government secondary schools
Female candidates are given priority in placement criteria of school
8. 88 1.31 .464
principals
School Principals’ Placement Criteria 88 3.19 .427

63
 N Items N Mea Std.
o n Deviation
1. Develops school wide goals that focused on students’ learning 88 3.85 .891
2. Frames the school’s goals in terms of teachers’ responsibilities for
88 4.22 .780
meeting them
3. Uses data on students’ academic performance when developing the
88 3.94 1.054
school’s goals
4. Communicates the school goals effectively to staff, student and parents 88 4.34 .693
Defining school mission and vision 88 4.09 .817
6. ensures the timely allocations of resources (human, material and
88 4.44 .500
financial) necessary for instructional process
7. ensures the beginning of instructional process according to the school
88 4.39 .490
calendar
8. prevents instructional time from disruptions (external and/ or internal) 88 3.09 .811
9. schedules co-curricular activities in support of the formal instructional
88 4.18 .653
process
10. encourages and support teachers to revise and improve their
88 1.89 .765
curriculum
Managing Curriculum and Instruction 88 3.60 .595
7. Make classroom visits for the purpose of improving instructional
88 1.68 .468
process
8. Give adequate time after class visit to discuss the problems and plan
88 1.86 .345
improvement together
9. Hold regular meetings with each department for the purpose of
88 2.59 1.151
improving curriculum and instruction
10. Use teaching staff meetings to discuss curricular and instructional
88 3.43 .785
issues
11. Encourage teachers to use different instructional methods 88 1.84 .741
12. Make regular follow-up and feedback to teachers 88 1.53 .502
Supervising and Evaluating the Instruction 88 2.16 .586
6. Regularly collects classroom information on student achievement 88 3.55 1.124
7. meets individuals with teachers to discuss student’s academic progress 88 1.69 .684
8. regularly talks with parents regarding student’s academic progress 88 2.98 1.083
9. uses test results to assess progress toward school goals 88 1.31 .464

64
10. informs the schools performance result to teachers in a report form 88 3.23 .827
Monitoring Instructional Programs 88 2.55 .776
6. Establish supportive and motivating atmosphere in which staff, parents
88 1.60 .635
and students are encouraged to work as a team in the school
7. Create positive environment in which good working relationship exist. 88 1.45 .501
8. Establish a productive working relationship with the community. 88 2.50 1.145
9. Advocate school environment conducive to student achievements. 88 4.09 .600
10. Encourage a culture of trust the teaching staff 88 2.78 1.236
Promoting a Conducive School Learning Climate 88 2.49 .768

65
N Items N Mean Std.
o Deviation
8. School principals encourage the students to take responsibility for their
88 4.18 .781
learning
9. School principals follow learners’ assessment seriously and feedback of
88 1.52 .502
results is used to evaluate their academic progress.
10. School principals have mechanism for identifying students’ needs, and
88 1.42 .496
providing interventions on an individual basis
11. School principals scheduled reinforces the development of personal
88 3.25 .900
relationships between students, among students &teachers
12. School principals recognize the students‘ achievements formally 88 1.93 .799
13. School principals provided school support services for students 88 3.50 .788
14. School principals enabled school wide approach to student discipline
88 3.68 .704
emphasizes personal responsibility and achievement
Implications of school principals’ roles to the students’ academic
88 2.78 .630
performance

General Comment
Too late to give you all the comments I have.
My overall comment is that your paper looks at least two at most three different
papers. Meaning the study lacks coherence. This is the comment I have had during
your proposal. But you stick to your position. I am not sure how you make them
coherent. But do what you can do based on my comments inside the text. Do the best
you can, the rest leave for……
Mekonnen,

66