Abstract

This study investigates the role of school leaders in implementing the School Improvement Program (SIP) in selected schools in Jigjiga City, Ethiopia. Recognizing the importance of education as a tool for societal development, the research aims to address the gaps in leadership roles related to SIP execution. Utilizing a mixed-method approach, data were collected through questionnaires, interviews, focus group discussions, document analysis, and observations involving teachers, principals, and educational experts. The findings reveal that the majority of respondents are young and possess firstdegree qualifications, with a notable representation of male leaders. The study indicates that while school leaders demonstrate moderate involvement in planning and coordination during the preparation stage of SIP, their effectiveness in assessment procedures and instructional supervision is limited. Consequently, this inadequacy hampers the overall success of SIP implementation. Recommendations include enhancing stakeholder participation, prioritizing critical issues in SIP planning, and providing targeted training for school leaders to foster effective teaching methodologies. The study underscores the necessity for improved leadership practices to elevate educational quality and achieve the objectives of the School Improvement Program.