Abstract:
The purpose of this study was to investigate relationship between distributed leadership and students’
academic achievement in selected secondary schools of Jimma Zone. The study employed a
correlational research design and quantitative approach. A total of 16 secondary schools were
selected by simple random sampling technique, particularly through lottery methods. Regarding the
respondents of the study, 96 department heads, 208 teachers, 16 vice-principals and 24 unit leaders
were selected using simple random sampling technique. On the other hand, 16 school principals and 8
supervisors were taken as respondents of the study. Data for the study were collected through
questionnaire. Data obtained through questionnaire were analyzed using statistical tools like
percentages, mean, weighed mean, standard deviation, Pearson correlation coefficient, independent
sample t-test, and multiple regression analysis used by computing the data on SPSS version 20. The
finding of this study indicated that distributed leadership practices were moderate in building effective
relationship and sharing leadership responsibilities. However, distributed leadership practice was
high in setting and defining the school vision, mission and goal. Furthermore, the findings of this study
revealed that, there is statistically significant relationship between distributed leadership practice and
students’ academic achievement. The finding of this study indicated that patterns of distributed
leadership (formal, pragmatic and coordinated) had significant and strong positive impacts on
students’ academic achievement. The major finding of this study indicated that patterns of distributed
leadership (formal, pragmatic and coordinated) had significant and strong positive correlation with
students’ academic achievement as well as emerged as the most significant predictor of students’
academic achievement. Therefore, it was recommended that the school leaders be committed to
assisting the teaching learning process and providing distributed leadership by developing
collaboration, coordination, networking and partnerships work relationships between all staff
members for students’ academic success.
