Leaders Role on the Effectiveness of Private Pre-schools in Sodo City Administration, Wolaita Zone, Ethiopia
International Journal of Elementary Education
Volume 8, Issue 3, September 2019, Pages: 74-79
Received: Jun. 2, 2019; Accepted: Aug. 9, 2019; Published: Oct. 28, 2019
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Authors
Admasu Ayele, Department of Educational Planning and Management, Wolaita Sodo University, Wolaita Sodo, Ethiopia
Ashebir Bezabih, Department of Educational Planning and Management, Wolaita Sodo University, Wolaita Sodo, Ethiopia
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Abstract
The general objective of this study was to investigate leaders role on effectiveness of private preschool education in Sodo City Administration of Wolaita Zone. To achieve this objective a concurrent triangulation research design of mixed research method was employed. Data were gathered from 20 private preschools. 120 preschool teachers and 20 principals were selected by using availability sampling technique. The qualitative data were gathered from 6 supervisors, 2 City administration experts of 6 PTSA chairman. The major findings of the study indicated that, problems encountered by preschool leaders include: the absence of guidelines, shortage of resource, high turnover of teachers, lack of incentive, low salary, the absence of on-job trainings, irregularity and non-uniformity of curricula, lack of qualified teachers in the area, lack of qualified principals, and lack of safe and conducive teaching learning environment. Thus, continuous in-service trainings should be provided in the area of childhood development and leadership for preschool leaders, close and proper monitoring and support should be given to private preschools by city administration education office. Besides, preschool owners should avail essential resources, and private pre- schools should work in collaboration with parents.
Keywords
Private Pre-school, Effective Leadership, Leaders Role
To cite this article
Admasu Ayele, Ashebir Bezabih, Leaders Role on the Effectiveness of Private Pre-schools in Sodo City Administration, Wolaita Zone, Ethiopia, International Journal of Elementary Education. Vol. 8, No. 3, 2019, pp. 74-79. doi: 10.11648/j.ijeedu.20190803.14
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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