A THESIS SUBMITTED TO THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES, DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT POSTGRADUATE PROGRAM DIRECTORATE HARAMAYA UNIVERSITY

Abstract

This study sought to assess the effectiveness of school leadership in promoting students’ academic achievement in secondary school of Arsi Zone. A descriptive survey research design was adopted. A combination of stratified random sampling, simple random and availability sampling techniques were utilized to draw 156 teachers and 76 school leaders (10 principals, 20 vice principals,46 department heads),10 secondary school supervisors, 10 students’ councils’ heads to participate in the study. Mixed method was used to collect quantitative data from teachers and school leaders using questionnaires and qualitative data from secondary school supervisors, 10 students’ council heads using interviews. Document analysis was also part of data collection for the study. Using SPSS version 24, quantitative data were analyzed using descriptive statistics such as frequency, percentage, mean, and inferential statistics t-test while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that the extent of school leadership is ineffective in secondary schools of Arsi Zone in relation to improving students’ academic achievement. Duties and responsibilities of school leadership to promote students’ academic achievement was not effective to the needed standard, because school leaders ensure that the instructional content that is taught is aligned with the national academic content standard, principals’ advocate for high levels of learning for all students, and principals promote relevant research and principals following on students’ attendance at low rate. Lack of adequate training to school leadership, lack of experience to mobilize the school community and high turnover, lack of availability of educational resource and unwise interference of higher officials were reported as influencing factors of school leadership practice for promoting students’ academic achievement. It was thus concluded that due concern was not given by school leaders to improve students’ academic achievement by coordinating concerned bodies. Based on these findings, the school leaders should give special attention for experience sharing encouragement among the staff members and create clear communication in the school, training should be offered to teachers and school supervisors to raise awareness on academic improvement of students were some of the major recommendations forwarded