Thesis:

Influence of principals' planning strategies on the development of practical school improvement initiatives in public primary Schools in Baidoa district, Somalia

School improvement planning is widely recognized globally as a fundamental leadership practice that enhances organizational outcomes and drives sustainable educational reform (VanGronigen & Meyers, 2020; Bickmore et al., 2021). It provides a structured approach for guiding, documenting, and evaluating school development initiatives. In Somalia, the Ministry of Education (2019) mandates all schools to develop annual school improvement plans as a strategic tool to improve education quality and consistency across institutions. Despite these efforts, the effectiveness of school improvement planning depends largely on how principals approach its design and execution. This study assessed the influence of principals’ planning strategies on the preparation of implementable school improvement initiatives in public primary schools in Baidoa District, Somalia. It examined four key dimensions of planning: stakeholder involvement, the use of needs analysis, the application of implementation frameworks, and the role of monitoring and evaluation mechanisms. The study was grounded in Eclectic Implementation Theory and Holistic Strategy Implementation Theory, both offering critical insights into strategic execution within education systems. A mixed-methods research design was used, combining quantitative and qualitative approaches. Data were collected from 170 respondents, including six principals, 70 teachers, 24 Community Education Committee (CEC) members, and 70 school club members. Random sampling was used for teachers, students, and CECs, while purposive sampling was employed for principals due to their central role in the planning process. Data collection tools included structured questionnaires and interview guides. A pilot study involving five teachers established validity and reliability, with a Cronbach Alpha coefficient of 0.75 confirming strong internal consistency. Quantitative data were analyzed using SPSS Version 23 through descriptive and inferential statistics, including linear regression, while qualitative data were interpreted through thematic analysis. Findings revealed that effective stakeholder engagement, thorough needs assessments, clearly defined implementation frameworks, and robust monitoring and evaluation mechanisms significantly contribute to the development of practical and successful school improvement plans. Principals who strategically incorporate these elements are more likely to produce coherent, inclusive, and action-oriented plans that improve institutional performance. The study concludes that enhancing principals’ planning strategies is essential for ensuring that school improvement initiatives are both feasible and impactful. Strengthening leadership capacities in planning, supported by policy clarity and continuous professional development, is critical This research provides practical insights into the strategic planning practices of school leaders in fragile and resource-constrained settings. It emphasizes the need for targeted capacity-building programs and policy support to empower school principals to lead effective improvement planning processes. The findings contribute to the broader discourse on education leadership and reform in post-conflict and developing country contexts.