Pre and Post Training Perceptions Towards School Leadership: A Case of Haramaya University Second Entry Primary School Female Principal Trainees

Abstract

This study aimed at assessing female primary school leadership trainees towards school leadership and the expected challenges in leadership activities. The study employed pre-post quazi-experimental design. Female primary school leadership trainees and assigned trainers for the courses were participants of the study.  Data were gathered through questionnaires (pre and post), interviews, documents (report).  The findings indicated that there was a statistically significant increase in perceiving school leadership positively from pre training test (M=2.29, SD=0.59) to post training (M=4.38, SD=0.48), t(79)=24.85, p<0.05 (two-tailed). The mean increase in pre-post training was 2.09 with a 95% confidence interval ranging from 2.29 to 4.38. In addition the perceived challenges there was statistically significant decrease in perceiving leadership activities in post training challenges (M=3.63, SD=0.66) to pretest training challenges (M=2.22, SD=0.56), t (79) =15.27, p<0.05. The mean difference between pre-post training challenges is (1.40) with a 95% confidence interval ranging from 3.63 to 2.22.  Interview results and reports of trainees also ensured that as there was perception change of trainees because of the training provided. Thus it is possible to conclude that the training provided for female primary school leadership trainees was important and addressed the intended goals of the training.

Keywords: Pre and post training, perception towards school leadership, female principals

DOI: 10.7176/JEP/10-7-05

Publication date:March 31^st 2019