SCHOOLLEADERSHIPEFFECTIVENESSONSTUDENT’SACADEMIC ACHIEVEMENTINSECONDARYSCHOOLSOFFAFANZONE, SomaliRegion

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