The purpose of this seminar essay is to investigate teachers´ perception of the PGDSL (Post Graduate Diploma in School Leadership) program for leadership development in Bale Zone, Robe City, Ethopia in selected primary and secondary schools.
Quantitative and Qualitative research approaches using correlation survey research design are used and data was gathered through questionnaires and semi-structured interviews.
The participants for this study were selected by simple random sampling and purposive sampling. A total population of 232 teachers and 10 school principals and vice principals was sent questionnaires, from whom the answers of one hundred thirty two (132) selected teachers were used, as well as semi stuctured interviews for ten (10) school principals. The quantitative data was analysed using descriptive statistics (percentage, mean standard deviation) and inferential statistics. Correlations whereas qualitative data was analszed by Major themes and sub themes are described by inductive process.
The finding of this study reveals that teachers, overall, positively perceive the PGDSL Program for leadership.
Table of Contents
1. INTRODUCTION
1.1. Background of the Study
1.2. Statement of the Problem
1.3. Research questions
1.4. Objectives
1.4.1. General objective
1.4.2. Specific objectives
1.5. Significance of the Study
1.6. Limitations of the Study
1.7. Delimitation of the Study
1.8. Definition of key Terms
2. REVIEW OF RELATED LITERATURE
2.1. Leadership
2.2. School Leadership
2.3. Post Graduate Diploma in School Leadership (PGDSL) Program
2.4. Leadership Development
2.4.1. Professional Development
2.4.2. Leadership Skill Development
2.4.2.1. Conceptual Skills
2.4.2.2. Human Skills
2.4.2.3. Technical Skills
2.5. Necessity of (PGDSL) Program
2.6. Policy Issues
2.7. Conceptual Frame Work
3. METHODOLOGY AND RESEARCH DESIGN
3.1. Research Design
3.2. Description of the Study Area
3.3. Source of Data
3.3.1. Primary Sources
3.4. Sample Size and Sampling Techniques
3.4.1. Sampling Techniques
3.5. Data Gathering Tools
3.5.1 Questionnaire
3.5.2. Interview
3.6. Validity and Reliability
3.6.1. Validity
3.6.2. Reliability of the Instruments
3.7. Methods of Data Analysis
3.8. Ethical Considerations
4. RESULTS AND DISCUSSION
4.1. Data Presentation and Analysis
4.2. Knowledge, Skills and Attitudes Acquired from PGDSL Program
4.2.1. Leading Continuous Professional Development (CPD)
4.2.2. Management of Educational Change
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1. Summary
5.2. Recommendations
5.3. Future Research Implication
Research Objectives and Key Topics
The primary objective of this seminar essay is to investigate teachers’ perceptions regarding the Post Graduate Diploma in School Leadership (PGDSL) program and its impact on leadership development in primary and secondary schools in Robe City, Ethiopia. The research aims to explore the relationship between the PGDSL program and leadership competency, while identifying challenges that hinder the program's effectiveness.
- Teachers' perceptions of the PGDSL program for leadership development.
- The relationship between PGDSL training and school leadership skills.
- Core leadership competencies: Conceptual, human, and technical skills.
- Professional development strategies and career structures for principals.
- Challenges facing the implementation of the PGDSL program, including workload and support systems.
Excerpt from the Book
1.1. Background of the Study
In today’s schools, strong and effective leadership is considered to be the critical ingredient in driving change and strategic innovation. Leadership is seen to be at the hub of transforming: values into actions, visions into realities, obstacles into innovations, separateness into solidarity, and risks into rewards (Kouzes & Postner, 2007). The quality of educational leaders and their management skills have a profound impact on the education system. It is therefore important for the country to prepare a cadre of leaders for the education sector who have the leadership and management competencies that regional education systems require in order to produce a workforce that can meet the demands of the 21st Century.
School leadership is an education policy priority around the world. Increased school autonomy and a greater focus on schooling and school results have made it essential to reconsider the role of school leaders. There is much room for improvement to professionalize school leadership, to support current school leaders and to make school leadership an attractive career for future candidates. One mechanism put in place by the Ministry of Education to improve the quality of education leadership in Ethiopia is introducing a post graduate Diploma in school leadership program (PGDSL), a licensing training Program that is aimed at developing the skills and professionalism of Educational leaders. The Postgraduate Diploma in School Leadership is an innovative program which aims to support Ethiopia’s principals and other school leaders in improving their practice and bringing about real change in their schools. More specifically, and in complementarily with the national standards for principals, the PGDSL program aims to empower school leadership and emerged as a key policy priority in line with the new vision for education articulated in the fourth Sustainable Development Goal.
Summary of Chapters
1. INTRODUCTION: This chapter provides the foundation for the study by outlining the research background, statement of the problem, research questions, and objectives, alongside definitions of key terms.
2. REVIEW OF RELATED LITERATURE: This section examines the theoretical aspects of leadership, school leadership, and the specific role of the PGDSL program in fostering leadership skills and professional development.
3. METHODOLOGY AND RESEARCH DESIGN: This chapter details the descriptive survey research design, data collection tools (questionnaires and interviews), and the methodology used to analyze teachers’ perceptions and program outcomes.
4. RESULTS AND DISCUSSION: This chapter presents the analysis of the collected data, focusing on teachers' perceptions, the development of leadership skills, and the various challenges associated with the PGDSL program.
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: This final chapter synthesizes the main findings and provides recommendations for educational authorities to improve the PGDSL program and the status of school leadership.
Keywords
PGDSL, Perception, Leadership Development, professional development, school leadership, educational management, principals, teacher perception, professional qualification, school improvement, Ethiopia, educational policy, leadership skills, human skills, conceptual skills.
Frequently Asked Questions
What is the core focus of this research?
The research primarily investigates how teachers perceive the Post Graduate Diploma in School Leadership (PGDSL) program and its effectiveness in developing essential leadership skills for school principals.
What are the central thematic areas of the study?
The core themes include the impact of PGDSL on professional development, the development of conceptual, human, and technical leadership skills, and the institutional challenges faced by the program.
What is the primary research question being addressed?
The study seeks to identify teachers' perceptions toward the PGDSL program, determine if a correlation exists between the program and improved leadership, and identify the main obstacles affecting the program's success.
Which scientific methodology is employed?
The researcher uses a descriptive survey research design, incorporating both quantitative data through questionnaires and qualitative data gathered via semi-structured interviews.
What is covered in the main section of the paper?
The main part analyzes the relationship between the PGDSL program and the acquisition of skills, professional behavior, and career structure improvements for school principals.
What are the primary keywords characterizing this study?
The study is characterized by keywords such as PGDSL, Leadership Development, Professional Development, Principals, Educational Management, and School Improvement.
How does the PGDSL program impact school principal effectiveness?
The findings suggest that the PGDSL program positively correlates with increased leadership competence, particularly in areas like ethical behavior, accountability, and the ability to manage school change.
What are the identified challenges of the PGDSL program in Robe City?
Key challenges identified include a lack of follow-up and support from educational offices, insufficient incentives, and the high workload of school principals.
Does the program align school leadership with national standards?
While the program is intended to align leadership with national standards, findings indicate that there are still gaps in how these trained individuals are utilized and recognized within the current career structure.
- Quote paper
- Asheber Demie (Author), 2019, Teachers’ Perception of PGDSL Program for Leadership Development in Bale Zone, Robe City, Ethiopia. An Empirical Research, Munich, GRIN Verlag, https://www.grin.com/document/492677
