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Abstract

This concurrent mixed-methods study examined teachers’ and principals’ perceptions of distributed leadership in Arsi Zone public primary schools. A total of 463 participants (73 principals, 272 teachers, 16 supervisors, 102 students) from 34 schools across 8 Woredas were selected through multi-stage sampling. Data collected via questionnaires, interviews, and focus group discussions were analyzed using SPSS 21. Findings indicated overall positive perceptions, with teachers markedly more favorable than principals. Gender differences appeared only in leadership-related aspects, while qualification and experience showed no significant effects. Qualitative results supported the quantitative findings, emphasizing that distributed leadership enhances effective school practices and collaboration.

Keywords

distributed leadership focus group discussion perception principals public primary schools teachers

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