CHAPTER ONE

1. THE PROBLEM AND ITS APPROACH

I.INTRODUCTION
This paper will explore the organizational performance in line with the Management and
leadership development practices and organizational performance of the Secondary schools in
Ambo town. Its introduction part is believed to help its readers to grasp the Management and
leadership development practices of the study area and its impact on the respective
organizations’ performance. Thus, the discussion starts with a background, Statement of the
Problem and its purposes and the scope, in brief.

1.1. Back ground of the study

As a complex activity, management requires highly developed cognitive, interpersonal,
presentational and political skills. The definition of management development is not self-evident,
neither is the notion of management itself. The roots of the concept are helpful. The French verb
ménager connotes the comparatively humble role of housekeeping; the Italian term menaggiare
refers to the idea of handling or training horses, and the original Latin word manusmeans a
‘hand’. The term ‘manager’ was later extended to war, and to a general sense of taking control,
taking charge and directing. The semantic root is instructive, because it conveys ‘the social
divisiveness of management as a contradictory process – a process in which a person
simultaneously takes responsibility for and seeks to control a valuable, yet willful and potentially
resistant resource’ (Willmott, 1997: 163).
Likewise, leadership may be defined as ‘a process whereby an individual influences a group of
individuals to achieve a common goal (Northouse, 2010, p. 3). Further, Kelloway&Barling
(2010) define leadership as a process of social influence that is enacted by individuals in formal
positions of power or leadership positions within an organization, such as managers and
supervisors. Although leadership is not confined to individuals in formal leadership positions, it
is argued that these individuals may have a particularly wide pass on of influence within an
organization (Kelloway&Barling, 2010).

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While discussing to the related developments, management development refers to the process by
which individuals improve their capabilities and learn to perform effectively in managerial roles.
Management development is designed to improve the overall effectiveness of manager in their
present positions and to prepare them for greater responsibility when they are promoted (Stoner,
et.al., 1996). In other words, Glueck (1978) defined management development as the process by
which managers gain the experience, skills, and attitudes to become or remain successful leader
in their enterprises. Among other things, making the organization a better environment to work is
the responsibility of a manager. To effectively discharge this and other managerial
responsibilities organizations must provide an opportunity for managers to improve their
knowledge and skills through management development program.

At a time when school leaders are trying to move from educational cults to transforming schools
into effective learning communities, strategies to accomplish this end continue to get away from
many administrators. Though the desired results are known by some administrators, it is not clear
to them what they should do to develop their schools into a community of learners. People
continue to expand their capacity to create the results they truly desire (Senge, 1990, p.3).
Therefore, it is possible for school administrators to transform schools into effective learning
communities with the appropriate strategies.

According to Cruz (1995), effective principals should communicate with parents, teachers and
students and be team builders by building coalitions between these stakeholders. Furthermore,
effective principals are well aware that there is a turbulent environment and they should address
the needs of the outside groups that are too numerous.
They should also encourage a risk taking environment by urging their employees to assume
responsibility for a task. Besides, effective principals should possess certain skills in conflict
management, active listening, problem solving and Consensus building.
Since the need for training and development is of no question, organizations have to conduct it
effectively and efficiently. The paper therefore seeks to contribute to the discussion on the
practice of Management & Leadership Development Practices & organizational Performance in
secondary schools in Ambo Town.

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1.2. Statement of the Problem
Employees in any organization need to constantly upgrade their skills and develop an attitude
that permits them to adopt change. The delivery of efficient and effective training is required to
enhance the productivity of employees and improve their performance. Personnel training and
retraining is one of the major ways that work organizations attempt to maintain the competency
levels of their human resources and increase their adaptability to changing organizational
demands (scarpello and Ledvika, 1998).

Considering the problems related to the training and development practices in Ethiopia, the
absence of well established training and development policy, lack of adequate budget, inadequate
needs assessment, inappropriate training and development objective, trying outdated training and
development methods, lack of close supervision and follow up are among the major ones. Lack
of optimum man-task relationship, resistances of employees in taking future assignments,
decrease in productivity, increase in operational error, increase in employee turnover and
absenteeism and decrease in employee morale and confidence are thought to be resulted from
these problems lead to the organizations. Besides investigating such problems, this study will
take in to consideration real management and leadership development practices and the impact
on the organizational performance in the study area.

As one of the workers in the secondary schools found in the study area since the last two
academic years, I have information about the traditional or just for the sake of an assignment that
the school principals and other managers are assigned in many of the schools found in the area.
Not only the assignment has a problem even the related development practices are not practiced
as required that the schools are exposed to criticisms regarding their organizational performance
for they couldn’t satisfy their customers- their students and parents

From these the following research questions could arise basically:

 What are the major strengths realized in terms of the Management & Leadership
Development Practices of the Secondary schools in Ambo? What are the main problems
related?

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  Is there any experience of evaluating the impact of Management & Leadership
Development Practices?Yes/No
 What are the possible solutions required to enliven the problems that encountered the
Program?
 Do these development programs have any impact on the schools’ performance?
 What is the feature of the Management & Leadership Development Practice in Ambo
Secondary schools?

1.3. Objectives of the study

General objective of the study is to investigate the management and leadership development
practices and challenges of secondary schools in Ambo Town

Specific objectives:
- To identify the real Management & Leadership Development Practices in the setting.
- To examine how the Management & Leadership Development Programs’ needs are
assessed
- To identify the approaches employed in practicing the Management and leadership
development programs.
- To find out the effect of the Management and leadership development programs of these
primary schools.
- To explore the major problems of the Management & Leadership Development Practices
and to suggest some possible solutions.
- To make recommendations on how the training practices at the study area can be
improved to have positive impact on the school based managers’ skill development.

1.4. Significance of the study

Distinguishing between management and leadership is not the major concern of this study. The
importance of this study is rather to identify the actual management and leadership development
practices and to provide possible suggestions for the related weaknesses to improve the
performance of these schools as organization. In addition to this, it is believed to help the
researcher and those concerned, to attain knowledge and practical experience in the area on the

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subject. Likewise, it will help as a source document for those researchers who want to make
further study on the area afterwards.

1.5. Scope/Delimitation of the study

Although the assessment of such development programs is equally important in all other
organizations in Oromia, and/or in a country level, to cope with the available time and resource
constraints, this study will focus only the management and leadership development practices and
the organizational performance of the Secondary schools found in Ambo, currently.

1.6. Organization of the Study

The study shall be organized in to five chapters. The introduction part of the study will be
discussed in the first chapter; the second chapter will discuss the details of the related literature
being reviewed; the methods of the study will be discussed in the third chapter ;the fourth
chapter will focus on the data presentation and analysis, and finally, the fifth chapter will include
the conclusions that shall be drawn based on the analysis and the possible recommendations
forwarded by the researcher based on the investigation gone through.

1.7. Definitions of Key terms

Management: Is an act of controlling and directing people so as to coordinate and harmonize the
group thereby accomplishing goal(s) within and beyond the capacity of people being
directed (Dubrin, 2007).
Leadership: It is an act of having influence on the activities of an organized group in
itsattempts to set and achieve its goals (Stodgill, 1997).
Development:is the growth or realization of a person’s ability and potential through the
provision of learning and educational experiences in and out of the organization
concerned with longer-term personal growth and career movement Boxal et.al,
(2007:331).
Management Development: is an individual process involving the interaction of a man, his
job, his manager, and the total work environment then results in the acquisition of new
knowledge, skill, and attitudes in a planned, orderly manner to improve present job
performance while accelerating preparation for advancement in to more responsible
positions as mentioned by Desatnick et.al, (1980:11).

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Training: is a learning experience enhancing specific skills and abilities related to current
position Jobs (Mathis 1997).
Instructional leadership: Refers to role behaviour (or practices) of school leaders in defining
the school mission, managing curriculum and Instruction, supervising instruction,
monitoring student progress and promoting school learning, monitoring student progress
and promoting learning climate (krug,1992,p.56).

1.8 Ethical Consideration

The purpose of the study will explain to the participants and the researcher has asked their
permission to answer questions in the questionnaires or interview guide. The researcher will
inform the participants that the information they provided was only for the study purpose.
Accordingly, the researcher used the information from his participants only for the study
purpose. Taking this reality in mind, any communication with the concerned bodies were
accomplished at their voluntarily consent without harming and threatening the personal and
institutional wellbeing. In addition, the researcher ensured confidentiality by making the
participants unnamed and also they have right of withdrawal from the involvement when they
feel discomfort

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 CHAPTER- TWO

2. REVIEW OF THE LITERATURES

The literature review contains valuable information, theoretical aspects related to management
and leadership, training and developments, and organizational performance that could enable the
readers of this research paper and, the researcher by large, grasp related knowledge; to design the
data collecting tools and for the analytic purpose of the data to be gathered as planned.

2.1. An Overview of Management Theories

Management is an ambiguous phenomenon. A great deal of literature on traditional management
deals with the planning, organization, administration, monitoring, control, and short-term
horizon of organizations (Mintzberg 1973; Morgan 1986; Taylor 1911). Other literature is
concerned with the soft elements that relate to motivation, inspiration, participation, and vision
and value creation in a long-term horizon. The latter, reflected by different underlying
definitions, is often referred to as leadership (Bass 1994; Conger 2000; Kotter 1999; Rost 1991;
Yukl 1989).

In pace with an increasing globalization and technological development, a need for softer
managerial elements can be expected to increase in importance (Kotter 1999). As it is almos
timpossible for management to fully monitor and control specific and knowledge-intensive
processes in any detail, the importance of leadership as a motivating factor has gained increasing
momentum (Bass 1994; Conger 2000; Kotter 1999; Rost 1991).
In continuation of this there is a tendency to use the term leadership about almost all kinds of
managerial functions. Thus, as much of earlier research has demonstrated, the discussion of
leadership as opposed to management has been partly substituted by a focus towards different
kinds of leadership (Bass 1994; Egri 2000; Ekvall 1994; Gabris 1998). However, the specific
tasks that were once covered by the term “management” have not disappeared. In addition, some
of the functions referred to in the literature as different types of leadership may be characterized
more adequately as traditional management practices.
Management theory addresses how managers relate to their organization in the knowledge of its
goals, the implementation of effective means to get the goals accomplished and how to motivate

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employees to perform to the highest standards. Management in organization coordinates the
efforts of people to accomplish goals and objectives by using available resources efficiently and
effectively. Thinkers have classified Management theories in four areas: (1). Classical
Management Theory: Henri Fayol’s views on administration, (2) The Scientific Management
School: Frederick Taylor's Scientific Management, (3) Max Weber's idealized bureaucracy and
(4) The Human Relations Movement: Elton Mayo, Hawthorns studies. (Source)

2.1.1. Classical Management Theory

Henri Fayol (1841-1925) was a French mining engineer who spent many of his later years as an
executive for a French coal and iron combine. In 1916, as director of the company, Fayol penned
the book General and Industrial Management. In this book, Fayol classified the study of
management into several functional areas which are still commonly used in executive training
and corporate development programs. The functional areas identified by Fayol are planning,
organizing, directing, coordinating, and controlling. Fayol set down specific principles for
practicing managers to apply that he had found useful during his years as a manager. He felt
these principles could be used not only in business organizations but also in government, the
military, religious organizations, and financial institutions. Fayol's principles were not meant to
be exhaustive. Rather, his aim was to provide managers with the necessary building blocks to
serve as guidelines for managerial activities. In sum, the principles emphasize efficiency, order,
stability, and fairness. While they are now over 80 years old, they are very similar to principles
still being applied by managers today. The problem with Fayol's principles of management is
known when to apply them and how to adapt them to new situations." (Hahn, 2007)

2.1.2. Scientific Management

At the turn of the century, the most notable organizations were large and industrialized and often
included ongoing, routine tasks that manufactured a variety of products. "The United States
highly prized scientific and technical matters, including careful measurement and specification of
activities and results. Management tended to be the same. Frederick Taylor developed the
"scientific management theory” which espoused this careful specification and measurement of all
organizational tasks. Tasks were standardized as much as possible. Workers were rewarded and
punished. This approach appeared to work well for organizations with assembly lines and other
mechanistic, reutilized activities." (Carter McNamara, 2009) F. W. Taylor was considered the

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"father of management thought." He developed four principles to increase efficiency in the
workplace based on his own experience and observations as a manufacturing manager. (George,
2009, p. 43)

2.1.3. The Theory of Bureaucracy

Max Weber (1864-1920), born to a wealthy family that had strong political ties in Germany,
became a sociologist, editor, consultant to government, and author. Because of his various
positions, he experienced the social upheaval brought on by the Industrial Revolution. He saw
the emerging forms of organization as having broad implications for managers and society.
"Adhering to a perspective that viewed society as becoming increasingly rational in its activities,
Weber believed that organizations would become instruments of efficiency if structured around
certain guidelines." Weber constructed an ideal type so that he could study this movement
towards rationality of organizations. He termed this ideal type a bureaucracy which described an
organization in its most rational form. "Because of the emphasis on efficiency that had developed
around the turn of the 20th century, many management scholars and practitioners interpreted
Weber's writings on bureaucracy as a prescription for organizing. Weber, however, was more
interested in developing his bureaucratic type as a method for comparing organizational forms
across societies. While he did not believe any organization would perfectly conform to the
dimensions that compose his bureaucratic model, Weber felt that some organizations would
come closer than others." The closer to the bureaucratic type, the more rational society was
becoming, and it was Weber's interest in the rationality of social life that directed his attention to
the study of organizations." (Hahn, 2007)

2.1.4. Human Relations Theories

From 1927-1932 a research project was conducted at the Hawthorne Plant of the Western
Electric Company in Cicero, Illinois. This project demonstrated how individual behaviors may
be altered when they know they are being studied. This series of research was first led by
Harvard Business School professor Elton Mayo along with associates F.J. Roethlisberger and
William J. Dickson. It started out by examining the physical and environmental influences of the
workplace which included brightness of lights and humidity. It later moved into the
psychological aspects involving breaks, group pressure, working hours, and managerial
leadership. This team developed ideas about the social dynamics of groups in the work setting

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that had lasting influence on the collection of data, labor-management relations, and informal
interaction among factory employees. "The major finding of the study was that almost regardless
of the experimental manipulation employed, the production of the workers seemed to improve.
One reasonable conclusion is that the workers were pleased to receive attention from the
researchers who expressed an interest in them. The study was only expected to last one year, but
because the researchers were set back each time they tried to relate the manipulated physical
conditions to the worker's efficiency, the project extended out to five years." (Clark, 2000)

2.2. Educational Management

Educational management is a field of study and practice concerned with the operation of
educational organizations. Tony Bush has argued consistently (Bush, 1986; Bush, 1995; Bush,
1999; Bush, 2003) that educational management has to be centrally concerned with the purpose
or aims of education. These purposes or goals provide the crucial sense of direction to underpin
the management of educational institutions. Unless this link between purpose and management is
clear and close, there is a danger of managerialism . . . a stress on procedures at the expense of
educational purpose and values_ (Bush, 1999, p. 240). Management possesses no super-ordinate
goals or values of its own. The pursuit of efficiency may be the mission statement of
management but this is efficiency in the achievement of objectives which others define (Newman
& Clarke, 1994, p. 29).

The process of deciding on the aims of the organization is at the heart of educational
management. In some settings, aims are decided by the principal, often working in association
with senior colleagues and perhaps a small group of lay stakeholders. In many schools, however,
goal setting is a corporate activity undertaken by formal bodies or informal groups.

School aims are strongly influenced by pressures from the external environment. Many countries
have a national curriculum and these often leave little scope for schools to decide their own
educational aims. Institutions may be left with the residual task of interpreting external
imperatives rather than determining aims on the basis of their own assessment of student need.
The key issue here is the extent to which school managers are able to modify government policy
and develop alternative approaches based on school-level values and vision.

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2.3. A Review of Leadership Theories and Their Relevance to Educational
Management
To many, leaders are not born, but made. It is increasingly accepted, however, that in order to be
a good leader, one must have the experience, knowledge, commitment, patience, and most
importantly the skill to negotiate and work with others to achieve goals. Good leaders are thus
made, not born. Good leadership is developed through a never ending process of self-study,
education, training, and the accumulation of relevant experience (Bass & Bass, 2008). According
to Boulding (1956) in book “The Image: Knowledge in Life and Society”, outlined the general
trans-disciplinary theory of knowledge and human, social, and organizational behaviour. He
stated that the basis of a good leadership is strong character and selfless devotion to an
organization (Jenkins, 2013). From the perspective of employees, leadership is comprised of
everything a leader does that affects the achievement of objectives and the well-being of
employees and the organization (Abbasialiya, 2010). Trustworthiness is often key to positions of
leadership as trust is fundamental to all manner of organized human groups, whether in
education, business, the military, religion, government, or international organizations (Lamb &
McKee, 2004; Ivancevich, Konopaske, & Matteson, 2007).

Leadership involves a type of responsibility aimed at achieving particular ends by applying the
available resources (human and material) and ensuring a cohesive and coherent organization in
the process (Ololube, 2013). Northouse (2007) and Rowe (2007) described leadership as a
process whereby an individual influences a group of individuals to achieve a common goal. This
article contends that effective leadership is crucial to the proper operation and very survival of a
non-profit organization.

Leadership is arguably one of the most observed, yet least understood phenomena on earth
(Burns, in Abbasialiya, 2010). Over time, researchers have proposed many different styles of
leadership as there is no particular style of leadership that can be considered universal. Despite
the many diverse styles of leadership, a good or effective leader inspires, motivates, and directs
activities to help achieve group or organizational goals. Conversely, an ineffective leader does
not contribute to organizational progress and can, in fact, detract from organizational goal
accomplishment. According to Naylor (1999), effective leadership is a product of the heart and

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an effective leader must be visionary, passionate, creative, flexible, inspiring, innovative,
courageous, imaginative, experimental, and initiates change.

2.3.1 Theories of Leadership

There are as many different views of leadership as there are characteristic that distinguish leaders
from non-leaders. While most research today has shifted from traditional trait or personality-
based theories to a situation theory, which dictates that the situation in which leadership is
exercised is determined by the leadership skills and characteristics of the leader (Avolio,
Walumbwa, & Weber, 2009), all contemporary theories can fall under one of the following three
perspectives: leadership as a process or relationship, leadership as a combination of traits or
personality characteristics, or leadership as certain behaviors or, as they are more commonly
referred to, leadership skills. In the more dominant theories of leadership, there exists the notion
that, at least to some degree, leadership is a process that involves influence with a groupof
people toward the realization of goals (Wolinski, 2010).
Charry (2012), noting that scholarly interest in leadership increased significantly during the early
part of the twentieth century, identified eight major leadership theories. While the earlier of these
focused on the qualities that distinguish leaders from followers, later theories looked at other
variables including situational factors and skill levels. Although new theories are emerging all of
the time, most can be classified as one of Charry’s eight major types:

2.3.1.1. "Great Man" Theory Great man theories assume that the capacity for leadership is
inherent, that great leaders are born, not made. These theories often portray leaders as heroic,
mythic and destined to rise to leadership when needed. The term great man was used because, at
the time, leadership was thought of primarily as a male quality, especially military leadership
(See also, Ololube, 2013).
2.3.1.2. Trait Theory Similar in some ways to great man theories, the trait theory assumes that
people inherit certain qualities or traits make them better suited to leadership. Trait theories often
identify particular personality or behavioural characteristics that are shared by leaders. Many
have begun to ask of this theory, however, if particular traits are key features of leaders and
leadership, how do we explain people who possess those qualities but are not leaders?
Inconsistencies in the relationship between leadership traits and leadership effectiveness
eventually led scholars to shift paradigms in search of new explanations for effective leadership.

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2.3.1.3. Contingency Theories Contingency theories of leadership focus on particular variables
related to the environment that might determine which style of leadership is best suited for a
particular work situation. According to this theory, no single leadership style is appropriate in all
situations. Success depends upon a number of variables, including leadership style, qualities of
followers and situational features (Charry, 2012). A contingency factor is thus any condition in
any relevant environment to be considered when designing an organization or one of its elements
(Naylor, 1999). Contingency theory states that effective leadership depends on the degree of fit
between a leader’s qualities and leadership style and that demanded by a specific situation
(Lamb, 2013).
2.3.1.4. Situational Theory Situational theory proposes that leaders choose the best course of
action based upon situational conditions or circumstances. Different styles of leadership may be
more appropriate for different types of decision-making. For example, in a situation where the
leader is expected to be the most knowledgeable and experienced member of a group, an
authoritarian style of leadership might be most appropriate. In other instances where group
members are skilled experts and expect to be treated as such, a democratic style may be more
effective.
2. 3.1.5. Behavioral Theory
Behavioral theories of leadership are based on the belief that great leaders are made, not born.
This leadership theory focuses on the actions of leaders not on intellectual qualities or internal
states. According to the behavioral theory, people can learn to become leaders through training
and observation. Naylor (1999) notes that interest in the behavior of leaders has been stimulated
by a systematic comparison of autocratic and democratic leadership styles. It has been observed
that groups under these types of leadership perform differently:
 Autocratically led groups will work well so long as the leader is present. Group
members, however, tend to be unhappy with the leadership style and express hostility.
 Democratically led groups do nearly as well as the autocratic group. Group members
have more positive feelings, however, and no hostility. Most importantly, the efforts of
group members continue even when the leader is absent.

2.3.1.6. Participative Theory Participative leadership theories suggest that the ideal leadership
style is one that takes the input of others into account. Participative leaders encourage

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participation and contributions from group members and help group members to feel relevant
and committed to the decision-making process. A manager who uses participative leadership,
rather than making all the decisions, seeks to involve other people, thus improving commitment
and increasing collaboration, which leads to better quality decisions and a more successful
business (Lamb, 2013).
2.3.1.7.Transactional/Management Theory Transactional theories, also known as management
theories, focus on the role of supervision, organization and group performance and the exchanges
that take place between leaders and followers. These theories base leadership on a system of
rewards and punishments (Charry 2012). In other words, on the notion that a leader’s job is to
create structures that make it abundantly clear what is expected of followers and the
consequences (rewards and punishments) associated with meeting or not meeting expectations
(Lamb,2013). When employees are successful, they are rewarded and when they fail, they are
reprimanded or punished (Charry, 2012). Managerial or transactional theory is often likened to
the concept and practice of management and continues to be an extremely common component
of many leadership models and organizational structures (Lamb, 2013).

2. 3.1.8. Relationship/Transformational Theory

Relationship theories, also known as transformational theories, focus on the connections formed
between leaders and followers. In these theories, leadership is the process by which a person
engages with others and is able to “create a connection” that result in increased motivation and
morality in both followers and leaders. Relationship theories are often compared to charismatic
leadership theories in which leaders with certain qualities, such as confidence, extroversion, and
clearly stated values, are seen as best able to motivate followers (Lamb, 2013). Relationship or
transformational leaders motivate and inspire people by helping group members see the
importance and higher good of the task. These leaders are focused on the performance of group
members, but also on each person to fulfilling his or her potential. Leaders of this style often
have high ethical and moral standards (Charry, 2012).

2.3.1.9. Skills Theory-This theory states that learned knowledge and acquired skills/abilities are
significant factors in the practice of effective leadership. Skills theory by no means refuses to
acknowledge the connection between inherited traits and the capacity to lead effectively, but
argues that learned skills, a developed style, and acquired knowledge, are the real keys to

14
leadership performance. A strong belief in skills theory often demands that considerable effort
and resources be devoted to leadership training and development (Wolinski, 2010).

2.4. Instructional Leadership

Fundamentally instructional leadership has no uniform definition that satisfies every one
(Kruger, 2002). Different authors defined instructional leadership is perceived as the behaviors
and actions taken by the principal so as to enhance learners achievement growth
(Leithwood,1999 ).These actions include the provision of resource, staff development and
support, supervision and evaluation of instruction, protection of instruction time, and creation of
an environment that is conducive for effective teaching and learning (Blasé and Blase,2000 and
Hopkins,2001).The above definitions implies that instructional leadership means the behaviors of
and actions taken by the principal towards ensuring effective teaching and learning, as well as
the development and achievement of all learners. In doing so, the principal makes sure that the
environment is conducive and positive for improved learner’s achievement in the school.
However, Conley (cited in Kruger, 2002) define instructional leadership as specific part of
educational managers‟ function that is carried out by the school leaders to help and provide
service to teachers both as individuals and group to improve instruction and there by improve
student learning. All those involved in improving instructions for the purpose of promoting
student achievement that can be assumed as the role of instructional leadership.

The role of school principals has been twisted as instructional leaders play a great role in giving
direction, allocating resources, supporting teachers to improve school performance in the
learning outcome rather than focusing on administrative issues (McEwen 2001:1). Moreover, as
Blasé(1999) indicated effective instructional leaders who posses both managerial and
instructional leadership qualities to create conducive learning environment; help teachers to
improve classroom performance; maintain academic standards and stimulates students for higher
academic achievements. Still Bennett and Anderson(2003:15-23),and Fullan (2001:145)
extending the definition state that instructional leadership as function that emphasizes: goal and
high students achievement; allocation of adequate resources for learning improvement;
organization and coordination for effective and efficient outcome; and maintaining effective
human relation to create collaboration and commitment among school members.

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2.5. Management versus Leadership
The idea of separating the qualities of leaders and managers can be traced back to an influential
paper by Zaleznick (1997) in which he depicts ‘the manager as a rational, bureaucratic, dutiful,
practical and unimaginative dullard but the leader as a visionary, restless, experimental, even
twice-born dynamo’ (quoted in Raelin, 2004: 132). Kotter (1990) is one of many writers who
have reinforced this distinction, exalting good management as necessary to bring order,
consistency and quality to otherwise chaotic organizations, and contrasting this with leadership,
which is about preparing the enterprise for change and helping employees to cope as they
struggle through it. Such ideas were still felt to have currency a decade later, when the same
paper was reprinted in the Harvard Business Review in 2001, but the basis of this dichotomy has
to be questioned on several grounds.

Leadership is not tantamount to management although they both share some common
characteristics. For instance, they are both concerned with influence, working with people and
meeting goals (Northouse, 2010). However, the functions of management may be distinguished
from those of leadership. In particular, management is concerned with planning and budgeting
(e.g. setting timetables and allocating resources), organizing and staffing (e.g. establishing rules
and procedures) and controlling and problem solving (e.g. developing initiatives and generating
solutions) (Kotter, 1990; cited in Northouse, 2010). On the other hand, leadership involves
establishing a direction (e.g. creating a vision and establishing strategies), aligning people with
organizational goals (e.g. communicating goals and seeking commitment) and motivating and
inspiring people to achieve organizational goals (e.g. empowering subordinates) (Kotter, 1990;
cited in Northouse, 2010). Despite these differing functions, leaders are also involved in planning
and organizing tasks in order to get the job done (i.e. management function) and similarly
managers are often involved in helping groups achieve their goals (i.e. leadership function)
(Northouse, 2010).

Bennis and Nanus (1985), Kotter (1982) and Boyatzis (1993), among others, have recently
defined managers as concerned largely with institutional and administrative functions, for
example, with organizing, monitoring, controlling, planning, programming and problem-solving.
Barker (1997) captures the spirit of this position. Management is about rationality, building order

16
from chaos, turning complexity and unpredictability into routine, handling transactional
relationships, stabilizing successful patterns of behaviour and maintaining effective operating
procedures. Management is concerned largely with ‘doing’; it is relatively short term; it is task
focused; it is external to teams and professional activities; it provides structure and a framework
of support for the creative work of the organization which is done by others. On the other side of
the coin is ‘leadership’. This involves thinking, visioning, inspiring, taking a longer-term view,
energizing, building relationships, networking and giving a steer in times of uncertainty and
change. Leadership is more internal to the team; it is about motivation, influence and persuasion.

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 CHAPTER- THREE

3. Research Design and Methodology

This study will be conducted at Ambo Town Administrative area regarding the practice and
challenges of the Management and leadership development programs of the Secondary schools.
The aim of this chapter is, therefore, to indicate the research design, the sampling techniques, the
sample chosen, and the data collection instruments, type of data collected and methods of data
analysis employed in identifying the MD & LD practices and challenges of the secondary
schools in the study area.

3.1. Research Design of the Study

The appropriate method for this study is a mixed-methods research design. Particularly,
descriptive survey design will be employed since the researcher believed that it is an appropriate
method which enhances the research to assess the existing practices and problems of the
management and leadership development of the secondary schools in the study area. Thus, the
study will be designed to use a quantitative method to the statistical assumptions. And also
conditions will be responded based on the questionnaires and referring to the related documents
for analysis. As a qualitative research it will be tried to obtain supplementary information about
the topic to the contexts of the sample populations through the semi-structured interviews. As far
as the structure of interview and questionnaires will be concerned an open-ended questions
included in both of them.

3.2. Source of data

Both primary and secondary data will be used to obtain relevant information to the study. In
order to get primary information structured interview with training and development division
head of Ambo Education Office, investigating the actual experience/practice related to the
management and leadership development of the sampled schools’ management and non-
management staff using a well designed questionnaires. To get secondary data all relevant
documents related to the training and development to the school principals and other
management staff from the concerned schools and the Education office, and even from the
Regional Education Bureau if possible, will be used. In addition to the afore mentioned sources,
the researcher shall try to refer to any published and unpublished documents, journals, articles
and research papers to get information on theoretical frame work of the study.
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3.3. The study population
The source of data, as population, for this study will be the current management staff members
of the Secondary schools in Ambo. Undertaking a preliminary survey, the researcher will before
distribute the questionnaires accordingly. The study will focus on the population who are
currently working in the Secondary schools in the area. In order to give proportional weights to
each school, systematic sampling technique will be used to represent appropriately the whole
source population to administer the questionnaire designed accordingly. After the total sample
size of each cluster schools is determined, for the selection of appropriate respondents from the
management and the non management staffs, random sampling technique will be implemented.

3.4. Sampling Technique and Sample size

The study will be conducted in secondary school of Ambo town. Ambo Town will be selected by
purposive sampling techniques because of the researcher work in the area and easy to get information and
manage the resources all of 5(100%) secondary schools in Ambo town will be selected.
In selecting the interview sample, a purposive or judgmental sampling technique was applied to
select an appropriate sample of individuals with experience. That is, they were selected based on
the highest number of years of experience they have on the position.

3.4.1. Sample size

Respondents of the questionnaires and the interview were selected using simple random sampling
techniques. Stratified sampling will be employed because stratified sampling allows the researcher to
obtain a greater of representativeness; it reduces the probable sampling error to ensure that all groups
in a population were adequately represented in the sample, by randomly choosing subjects from each
stratum. Thus, the populations were stratified in two homogeneous groups, i.e. the their subject
matter and experiences To select sample from the stratum, the researcher will use both stratified and
simple random sampling technique. Stratified will use to select participants who are from the same
subjects and the experiences. Concerning the determination of the sample size the researcher tried to
consider Patton’s (2002: 246) suggestion that ‘specifying a minimum sample size based on
expected reasonable coverage of the phenomenon given the purpose of the study was considered.

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 Table 1.Summary of Sample School and the Total Population

Population Total Sample schools %

No Schools population size
1 Ambo 2nd school Teachers 66 33 50%
Principal 1 1 100%
Vice- principals 2 2 100%
Depp. Heads 4 2 50%
2 Liben Mecha 2nd School Teachers 52 26 50%
Principal 1 1 100%
Vice- principals 2 1 50%
Depp. Heads 4 2 50%
Awaro 2nd school Teachers 40 20 50%
3 Principal 1 1 100%
Vice- principals 2 1 50%
Depp. Heads 4 2 50%
4 Bekalcha beri 2nd Principal 1 1 100%
Vice- principals 2 1 50%
Depp. Heads 4 2 50%
Teachers 38 19 50%
5 Future generation hope 2nd Principal 1 1 100%
school Vice- principals 2 1 50%
Depp. Heads 4 2 50%
Teachers 36 18 50
Total 201 117 58.2%

3.5.Data gathering tools and procedure

To collect valid, reliable and first hand data in particular and to make the research
effective in general both questionnaire and interview were used. The questionnaire will
be prepared to get the necessary large amount of information within a short period of
time. It will be developed in the form of open and closed ended item based on literature
review and basic question to obtain reliable data about the major factors of disciplinary
problems.

3.6. Methods of data analysis

Descriptive statistics like tables, frequency distributions and percentages shall be used in order to
summarize and condense the detailed data gathered through both primary and secondary
methods. In addition to this, the summarized data will also be analyzed through the theoretical
frame work of the study to give a meaningful conclusion.

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