Abstract:
Themainpurposeofthisstudywastoassesstheschoolleadershipeffectivenessand
students’academicachievementinthesecondaryschools’ofFafanZone,Somali
RegionalState.Forthis,thestudyemployed co relationalresearch design and a
quantitativeresearchmethodcomprisingoftenrandomlysampledsecondaryschools.
Samplesizewasdeterminedstatisticallyandatotalof215seniorsecondaryschool
teachers,principals,head departments and 887 students ofgrade ten national
examination results from 10 secondaryschools.The teacher’s respondents were
selectedbysimplerandom samplingtechniquebecauseoftheirlimitednumberwhile,
principals were selected by availability sampling technique because of their
manageabilityinnumberandtheywereneededfortheproblem understudytofillina
standardizedquestionnaireontheleadershipeffectivenessoftheirschoolprincipalfor
teachersandinterviewsforheaddepartments.Bothprimaryandsecondarydatawere
used forthis study.Questionnaire,interviews,and documentanalysis were data
collectiontoolsusedforthisstudy.Datagatheredthroughquestionnairewereanalyzed
andusedbycomputingthedataonSPSSversion20.Dataobtainedthroughinterview
anddocumentanalysiswereanalyzedandstudentscoregrade10nationalresultswere
quantitativelyanalyzed.Finally,thefindingsofthisstudyrevealedthatthereisan
XIVinsignificantschoolleadershiprolesplayedasaninstructionalleadersforstudents’
academic achievement;moderate commitmentofschoolleadership to influence
students’achievement;poorperformance ofstudents’academicachievementand
moderate practice ofthe three (democrat,lasses-faire,and authoritative)with a
dominantuseofauthoritativeleadershipstyleusedbyschoolleaders.Furthermore,lack
oftraining,lackofregularsupport,unavailabilityofeducationalresourcesandprincipals’
rolediversityareamongthemajorfactorsthathinderschoolleadershipeffectiveness.
Generally,from thefindingsofthestudy,itwasconcludedthatschoolleadersarenot
effectivelyplayingtheirleadershiprolesasinstructionalleadersduetolimitationsof
capacity and otherresource constraints found in the school.Therefore,itwas
recommendedthatZoneEducationOfficesandtheRegionalEducationBureaushould
buildtheleadershipcapacitiesoftheschoolleadersbyprovidingnecessaryleadership
trainingandtechnical,materialandprofessionalsupporttosecondaryschools.School
leadersshouldalsobestronglycommittedtohavinginstructionalleadershiproles
