University, Primary School, Leadership Position, Views of Trainees, Training Program
Asfaw, Maeregu Biyabeyen
The main purpose of this study was to examine the views and challenges of female primary school leadership trainees towards a school leadership position in Ethiopia. Mixed research design (sequential explanatory) has used. Using simple random, available, and purposive sampling techniques, 178 participants were involved. Questionnaire, interview, and FGD have been used as data gathering instruments. Mean, standard deviation, independent t-test, quotation, indentation, transcription, and schematizing have used data analysis. Regarding the leadership preparation, learning experience, as the independent t-test result shows, a statistically significant difference has observed between the responses of the groups in all variables. Teacher trainees indicated that they gained many experiences and viewed positively, whereas leader trainees perceived little extent. Concerning the views of leadership position, the independent t-test result shows that statistically significant difference has not observed between the responses of the two groups on any variables. However, a statistically significant difference has observed on some variables. Furthermore, both trainees expressed that attitudes, beliefs, perception, organizational policy, and networking has major barriers to their career development. They did not deny the personal factors such as low self-esteem and self-confidence, low potential for leadership, less assertiveness; less emotional stability and lack of ability to handle a crisis have contributed to their failure in the leadership position. Trainees reported that in practice, female leaders did not have the power to execute managerial decisions and they are toothless, indecisive, and paranoid. Generally, it can conclude that school leadership position in Ethiopia is not an eye catching and interesting job.