SCHOOL LEADERSHIP’S PRACTICES AND ITS CONTRIBUTION TOWARDS STUDENTS’ ACADEMIC ACHIEVEMENT IN EGSELCE IN SECONDARY SCHOOLS OF ARSI ZONE, OROMIA REGIONAL STATE

Abstract

The purpose of this study was to investigate the contribution of school leadership practices towards students’ academic achievement and to see challenges hinder their effectiveness then indicate strategies to improve leaders practices in the secondary schools of Arsi Zone. The study employed a descriptive survey research design . Quantitative and qualitativ eresearch methods besides three previous years national exam result document analysis were used. Out of 25 woredas 6 were selected by simple random sampling technique and (6) secondary schools in those Woredas were included as a sample. Data for the study were collected through questionnaire, interview and document analyses. Questionnaires were prepared and administered to 109 teachers selected by using simple random sampling techniques 6 supervisors and 18 school leaders through availability sampling. The analyses of necessary documents were made in every sample school. The data collected were analyzed by using percentages, means, and correlation used by computing the data on SPSS version 20. Finally, the findings of this study revealed that there are school leadership practices which were not usually implemented as major roles of an instructional leaders for students’ academic achievement; commitment of school leadership to influence students’ achievement; unclear leaders’ recruitment and assignment based on merit. Furthermore, lack of training,, unavailability of educational resources and principals’ competency and commitment gap are among the major factors that hinder school leadership effectiveness. Generally, from the findings of the study, it was concluded that school leaders are not effectively playing their leadership roles as instructional leaders due to unclear leader’s legal appointment, regular level of trust among all school communities and working cooperatively with staff in the school. Therefore, it was recommended that Woreda, Zone Education Offices and the Regional Education Bureau should build the leadership capacities of the school leaders by providing necessary leadership training and professional support. School leaders should also be committed to implement transformational and instructional leadership styles