LINKAGE BETWEEN PRINCIPALS’ STRATEGIC MANAGEMENT PRACTICES AND QUALITY EDUCATION: IMPLICATION FOR POLICY MAKERS IN SOUTH ETHIOPIA

Abstract

This study investigates the linkage between principals’ strategic management practices and the quality of education in government secondary schools in Wolaita Zone, South Ethiopia.  A descriptive-correlational design and mixed-method approaches were employed in this study. The research examined how principals' strategic planning, strategy implementation, and strategy evaluation influence quality education. Data were collected through interviews, questionnaires, and focus group discussions from 12 principals and vice principals, 275 teachers, and 36 student representatives respectively. Findings from descriptive statistics revealed that principals’ strategic management practices are generally low in effectiveness, with limited involvement in planning, implementation, and evaluation activities. Correspondingly, school organizational, teacher, and student performance levels are also low. However, correlation analysis shows a very strong positive relationship between principals’ strategic management practices and quality education measures, indicating that improvements in strategic management could significantly enhance educational outcomes. The study underscores the critical role of strategic management in school leadership and offers evidence-based recommendations for policy makers to design targeted leadership development programs and resource allocation strategies to improve education quality in the study area.