School Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of Guraghe Zone SNNPR

Fekadu Dabesa,Shireye Fekadu Cheramlak

doi:10.47631/mejress.v2i2.161

Abstract

Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students’ academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students’ academic achievement. Moreover, the results showed that the principal’s effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students’ achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students’ academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students’ achievement.

Highlights

School leadership has become a priority in education policy agendas in a global context
Regarding the extent of the principal’s leadership effectiveness in setting clear school vision and raising students’ academic achievements in all the sampled secondary schools and at the zonal level, the overall average mean score obtained from the table was 3.65for each role of the school principals and entirely was moderate
This indicates that effectiveness was sufficient but the existence of obstacles limited the performance of principals in each sampled secondary school

Summary

Introduction

School leadership has become a priority in education policy agendas in a global context. It plays a great role in improving school outcomes by influencing the motivation of teachers, parents, community, and stakeholders in education (Nusche& Moorman, 2008). Leadership effectiveness is believed to be crucial for the overall success of any organization. Oakland, (1993) asserts that effective leadership is an approach to improve the competitiveness, effectiveness and flexibility of the whole organization through planning, organizing and allowing participation of all members at the appropriate level. As to Drucker (2011), the effectiveness perspective is concerned with whether things are continuing to be appropriate, in the context of a rapidly and increasingly demanding external environment

Objectives

Methods

Results

Conclusion