Research problem
East Shoa Zone or Misraq Shewa Zone is a part of the 12 Zones of the Ethiopian Region of Oromia. The social situation in Ethiopia remains poor, even though the share of the social sectors in total actual government spending appears to have increased. It is a bit worrying that in the successive budgets the allocated shares have been declining. For a country as poor as Ethiopia, the development of human resources via education should be a priority. However, as it seems, it is not realistic to expect much advance in the years to come, even though the resources allocated to education have increased (Lundahl 2001). Enrolment rates are low and biased, mainly towards the capital but also towards other urban areas. This, in turn, means that there is a high probability that the urban bias in terms of capital-labor ratios and the proportions of skilled to unskilled labor will be reinforced in the future. This is in clear contrast to the government's declared intention of a rural-based development strategy. In the type of society that the Ethiopian government has declared as the objective of its various reform programs, the support of the domestic population is of great importance for the government's stability and thus for the conditions for doing business in the country. To this it should be added that Ethiopia is a country that needs foreign assistance and foreign investments in order to speed up both physical and human capital formation and thus economic development. For aid flows to come without conflicting with the Ethiopian ownership of her own development, the international legitimacy of the government is of crucial importance. The same is true for the possibilities of Ethiopia to attract foreign investments (Freeman 2002). This paper is a proposal to create a study on the quality of leadership in East Shoa zone.
Aims and objectives
Literature review
The internal map of Ethiopia has been redrawn along ethnic lines, and a federal state structure that theoretically guarantees the unrestricted right of nations and nationalities to self-determination up to secession has been adopted. Local languages are now being used in schools instead of Amharic, and the process of writing down these previously oral languages is well under way. Traditional practices are actively encouraged as an expression of ethnic and cultural identity. An increasing number of practitioners are able to engage in leadership in a variety of contexts. And an increasing number of training and development experts offer interdisciplinary professional development programs in leadership for practitioners. Many of these people have graduated from the leadership doctoral programs that tend to take a multidisciplinary approach to leadership studies. This new trend in leadership studies brings with it a promising breakthrough in the understanding of leadership (Gardner & Laskin 2000). The study of leadership has been mired in a single disciplinary view for most of the twentieth century; the leadership studies approach allows scholars and practitioners to think radically new thoughts about leadership that are not possible from an uni-disciplinary approach. Traditional leadership scholars and the theories they have developed have been almost totally concerned with the peripheries of leadership: traits, personality characteristics, born or made issues, greatness, group facilitation, goal attainment, effectiveness, contingencies, situations, goodness, style, and, above all, the management of organizations-public and private. These peripheral elements are, for the most part, visible and countable, susceptible to statistical manipulation, accessible in terms of causality probabilities, and usable to train people in the habits of doing what those in the know may think is the right thing (Rost 2003).
Methodology
Qualitative method will be used in the study. Qualitative method thrives on understanding data through giving emphasis on determining people’s words and actions. Qualitative method has an orientation that it should gather data that can be acquired through quantitative methods. The tasks of understanding and presenting qualitative research can be very demanding and can be compared to the task of understanding statistics. In qualitative research, the researcher creates a natural setting which he/she can use to understand a phenomenon of interest. Even if the focus is on a smaller case, qualitative research usually unearths a very big amount of information from the respondent. . The research will make use of a descriptive research. Descriptive method of research attempts to describe a data that was gathered. Descriptive approach focuses on the questions regarding what things are like, not why they are that way. Descriptive research can be in the form of sociological studies which explains the social structure of a community, the changes that happened to society over the past years and an organization’s operation. A descriptive research deemed as competent creates a notion that the existence of problems would be more difficult to deny.
References
Freeman, D 2002, Initiating change in highland Ethiopia: Causes
and consequences of cultural transformation, Cambridge
University Press, Cambridge, England.
Gardner, H & Laskin, E 2000, Leading minds: An anatomy of
leadership, Basic Books, New York.
Lundahl, M (eds.) 2001, From crisis to growth in Africa?,
Routledge, London.
Rost, JC 2003, Leadership for the Twenty-first century, Praeger,
Westport, CT.
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