Abstract:
The purpose of this study was to assess the contribution of principals’ leadership to
students’ academic achievement in secondary schools of BakoTibe woreda. The study
employed a descriptive survey research design. Among 4 secondary schools in the woreda
four of them were included as a sample. Data for the study were collected through
questionnaires, interviews, and document analyses. Questionnaires were prepared and
administered to 66 teachers selected by using simple random sampling techniques and 47
school leaders were selected purposively. All principals were interviewed and the
analyses of necessary documents were made in all sample secondary schools. The data
collected were analyzed by using percentages, means, and weighted means and
correlation matrix used by computing the data on SPSS version 21. The data gathered
through open ended questions, interviews and document analyses were analyzed
qualitatively through narration for the purpose of triangulation. Finally, the findings of
this study revealed that there is an insignificant school leadership practices played as
principal leadership for students’ academic achievement; poor commitment of school
leadership to influence students ‘achievement; and poor performance of students’
academic achievement with the dimensions used by school leaders. Furthermore, lack of
training, lack of regular support, unavailability of educational resources and principals’
role diversity are among the major factors that hinder school leadership practices.
Generally, from the findings of the study, it was concluded that school leaders are not
effectively playing their leadership roles as school principal leadership due to limitations
of capacity and other resource constraints found in the school. Therefore, it was
recommended that woreda education and Zone Education Offices, regional and ministry
of education should build the leadership capacities of the school leaders by providing
necessary leadership training and technical, material and professional support to
secondary schools. School leaders should also be strongly committed to having principal
leadership dimensions and use more of the combination of the all school leadership
dimensions depending on the situation as they are needed than the dominance use of a
single leadership dimension in their school administration.
