SCHOOL LEADERSHIP EFFECTIVENESS IN IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE

Abstract

This study was conducted to investigated the effectiveness of school leadership in enhancing students ‘academic achievement in the East Haranghe Zone, Ethiopia. The study employed a concurrent triangulation research method, integrating both quantitative and qualitative approaches.This method allowed for the simultaneous collection of data through questionnaires for quantitative analysis and semi-structured interviews, and, utilizing questionnaires, interviews, and document analysis to gather comprehensive data for qualitative insight. 104 respondents were Samples. From leaders and teachers leaders. 49 School leaders selected by available sampling and 55 school teachers were selected by systematic sampling. Return rate of 100% for the distributed questionnaires, highlighting role of leadership styles in influencing educational outcomes. The findings reveal a significant decline in student performance, particularly in the national exams for grade 12, highlighting the urgent need for effective instructional leadership The research identifies key areas where leadership practices can improved, such as goal setting, stakeholder engagement, to foster conducive learning environment The first chapter was introduction that outlines the Background, statement of the problem, objectives, significance, limitations, and definitions of key terms, the second chapter related literature, how effective school leadership can influence student performance, the third chapter about methodology describes the research design, data sources, population, sampling techniques, and data collection instruments, the fourth chapter the data analysis and interpretation, highlighting leadership styles and student achievement. The fifth summarizes conclusions, and recommendations of the study for improving school leadership practices to enhance student outcomes