The purpose of this study is to investigate the challenges and prospects of postgraduate diplomata in school leadership training at Dilla and Haramaya Universities, Ethiopia.
A mixed research method is employed to conduct the study. Accordingly, descriptive survey research design is applied. Concerning to the samples of the study, 80 school leader trainees were selected trough simple random sampling technique. Moreover, 22 instructors of the PGDSL ((Postgraduate Diploma of School Leadership) training, 2 college of education deans and 2 PGDSL program coordinators of the sampled universities were selected using availability sampling technique. A questionnaire, interview and documents were used as data gathering tools for the study.
The findings of the study reveal that the PGDSL program is less effective in preparing school principals who pursue for their professional development, for administrative leadership and for instructional leadership. Lack of awareness among stakeholders, low motivation of the trainees, less quality of teaching-learning materials, less benefit after graduation, less support provision of the program from training universities and ministry of education were among the challenges in offering the training. Creating awareness among stakeholders about the program; relating PGDSL training with incentives; inviting scholars to review the training modules; and reconsidering the relevance of the program were recommended.
Table of Contents
1. Background of the study
1.1 Statement of the problem
1.2 Objectives of the Study
1.3 Significance of the study
2. Review Literatur
2.1 Basic concepts of School leadership
2.2 Developing School Leadership Skills
2.3 Successful School Leadership Training
2.4 The Postgraduate diploma in school leadership
2.5 Challenges of post graduate diploma in school leadership training
3. Research Design and Methodology
3.1 Research Methodology
3.2 Sample and Sampling Technique
3.3 Data gathering tools
3.3.1 Questionnaire
3.3.2 Interview
3.3.3 Documents
3.4 Methods of data analysis
4. Results and Discussion
5. Conclusion
6. Recommendation
Objectives and Research Themes
This study aims to investigate the challenges and prospects of the Postgraduate Diploma in School Leadership (PGDSL) program at Dilla and Haramaya Universities. It seeks to assess the effectiveness of the training, the institutional capacity for delivery, the relevance of the curriculum, and the overarching barriers impacting the program's goal of preparing competent school principals.
- Effectiveness of the PGDSL training program
- Institutional capacity of training universities
- Relevance of the PGDSL curriculum
- Challenges facing the PGDSL training
- Stakeholder awareness and trainee motivation
Excerpt from the Book
2.5 Challenges of post graduate diploma in school leadership training
A study finding of Yan and Ehrich (2009), show that, lack of suitably qualified trainers, limitation of resources, old fashioned methods that continue to be used, assessment process used for initial principal preparation of principals relies on written papers and due that less transfer of training into the position are the problems of principal training programs.
In Africa principals are usually assigned without specific training, receive little or no induction, have limited access to suitable in-service training and enjoy little support from the local or regional bureaucracy. Moreover, most countries have very limited educational budgets and head teacher preparation is seen as a low priority. Donor countries and international agencies have introduced training initiatives but these are rarely sustained beyond the initial funding period (Bush, 2006).
In the case of Ethiopian context the study finding of Tekleselassie (2002), on the deprofessionalization of school principals revealed that, “irrelevant and repetition of curriculum, unresponsive and ill- prepared trainees, incompetent trainers, lack of nexus between the training and the kind of profile the ministry of education seeks and short duration of training are the limitations of principal training in the country.” With regard to the current PGDSL training problems as clearly stated in Analysis of educational management and leadership training practices in Ethiopia (MoE, 2016),
The program was launched without adequate preparations and the fulfillment of the necessary preconditions and infrastructures. The findings also show that the selections of trainees were not made as per the guidelines of the MoE. The national professional standards for school principals are very general. The PGDSL curriculum, courses, contents and objectives are aligned with the generic standards. The coordination among different stakeholders in the process to run the programs both in campus and out of campus is not adequate and the PGDSL training programs in school Leadership is held during the summer programs which may compromise the quality of education.
Summary of Chapters
1. Background of the study: Outlines the global importance of school leadership and introduces the PGDSL program in Ethiopia as a response to the need for professionalized school management.
2. Review Literatur: Discusses the theoretical framework of educational leadership, the necessity of leadership skill development, and the common challenges documented in school leadership training programs.
3. Research Design and Methodology: Explains the mixed research approach, detailing the sampling techniques, data collection instruments, and the analytical methods used to evaluate the program.
4. Results and Discussion: Presents and analyzes the collected data, comparing the perspectives of trainers and trainees regarding program effectiveness, course relevance, and university capacity.
5. Conclusion: Summarizes the study's findings, highlighting that while the program has merit, it faces significant obstacles regarding time constraints, curriculum quality, and stakeholder support.
6. Recommendation: Proposes actionable strategies, such as revising the curriculum, enhancing stakeholder awareness, and linking training outcomes to professional incentives.
Keywords
Postgraduate diploma, School leadership, Training, Ethiopia, Dilla University, Haramaya University, Professional development, Curriculum relevance, Institutional capacity, Educational management, Principal preparation, Stakeholders, Motivation, Incentives, Teaching methodologies
Frequently Asked Questions
What is the core focus of this research?
The research focuses on evaluating the effectiveness, challenges, and prospects of the Postgraduate Diploma in School Leadership (PGDSL) training program currently being implemented at Dilla and Haramaya Universities in Ethiopia.
Which specific areas are examined regarding the training program?
The study examines the training's effectiveness in goal achievement, the capacity of the universities to deliver the program, the relevance of the designed courses, and the various obstacles that hinder successful implementation.
What is the primary objective of the PGDSL program?
The primary objective is to empower school leaders to define school vision, manage resources effectively, support curriculum implementation, and foster continuous professional development within the educational system.
What methodology was utilized in this study?
The study employed a mixed research method, utilizing both quantitative and qualitative approaches, including survey questionnaires for trainers and trainees, semi-structured interviews, and document analysis.
What are the main findings regarding the program's challenges?
Key challenges identified include a lack of stakeholder awareness, low trainee motivation, poor quality of teaching materials, time constraints due to the condensed summer schedule, and a lack of incentives for graduates.
Which key terms describe this research?
Central terms include school leadership, PGDSL, professional development, curriculum relevance, educational management, principal preparation, and capacity building.
How does the researcher assess the impact of short training durations?
The research concludes that the short duration of the program, particularly the reliance on summer training sessions, leads to a "refreshment" style of learning rather than deep competency development, making the attainment of ambitious program objectives difficult.
What do the interviewees suggest regarding the training modules?
Interviewed coordinators and deans noted that many modules lack coordination, contain unnecessary explanations, or are copied from internet sources, and therefore strongly recommend a comprehensive revision of the curriculum.
- Quote paper
- Tigist Metaferia (Author), 2016, Challenges and Prospects of PGDSL Training in Ethiopia. The Case of Dilla and Harayama Universites, Munich, GRIN Verlag, https://www.grin.com/document/506337
