The Contribution Of School Leadership To Improve Students’ Academic Achievement In Secondary Schools Of West Showa Zone In Case Of Bako Tibe Woreda

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.