An Assessment of the Principal’s Practice in Delegation of Authority to Teachers in Some Selected Public Primary Schools of Wolkite Town Administration

摘要

The purpose of this study was to assess the principal’s practice in delegation of authority to teachers in wolkite town some selected public primary schools. In doing so, investigate the major problem and to provide possible improvement ways, the study was focused on addressing three basis or leading research questions, (a) to what extent school principals practice in delegation of authority? (b) Does authority delegated co-equal with responsibility? (c) How principals do pass their time in development activities? The objective of the study was generally to investigate major problems and to provide ways of improving the delegation practice of principals in wolkite town public primary schools. The study would be useful and timely because our education system now a day’s give due consideration for quality educational leadership and management as one part of the six educational quality assurance program. This study would provide some insight to improve the management capacity of principals from delegation prospective. The study was mainly focused and delimited on the principal’s practice in delegation of authority. Different literatures related to the issue were used to strength the study. Descriptive survey research design with both quantitative and qualitative method was concurrently used, and data was primarily collected through questionnaires and interview from primary school principals and teachers. Out of 5 public primary schools, 3 schools were selected through simple random sampling techniques from these schools 40 teachers and 3 principals were selected through sample random sampling and comprehensive sampling techniques respectively. The finding of the study revealed that there is moderate level of effective delegation practice on the part of the principal, yet teachers were reluctant to accept and carryout delegation of authority. The conclusion drawn from this study were mainly, there is no proper delegation authority, principals do not grant proper authority with assigned responsibility, and the principal does not append his time on development activities. Consequently, to improve the delegation practice of principals the major recommendations forwarded are principals should provide proportional authority to task delegated for teachers, it should be clearly spelled out in written form and monthly and quarterly meeting and report program should be set, the principal should clearly identify tasks that can be delegated and that cannot be delegated, individual teachers best performance in the school should be recognized, and incentives should be made available.