Relationship between Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of North Shoa Zone, Oromia National, Regional State

Abstract

The main purpose of this study was to investigate the relationship between principals’ leadership effectiveness and students’ academic achievement in Government Secondary Schools of North Shoa Zone, Oromia National Regional State. This study employed correlational research design including Quantitative method. In this study out of 351 target teachers, a total of 281 teachers were selected by using stratified random sampling technique proportionally. Out of 4017 students who sat for Grade 10 EGSECE in 2017, 388 students were selected from the sampled schools by using stratified systematic random sampling technique proportionally. Nine principals and 8 supervisors were also taken in available way. A standardized questionnaire with five-point Likert scales was used to measure the leadership effectiveness of principals, whereas CGPA of students on Grade 10 national examination was used to measure students' academic achievement. For this study, the data gathering tools such as questionnaires, interview, and document analysis were used to collect data from teachers, principals, and supervisors. Frequency, percentage, means score, standard deviation, ANOVA, Pearson Correlation and Regression were used to analyze the data. A reliability test was also performed to check the consistency and accuracy of the measurement scales by using a Cronbach alpha test through SPSS Version 20. The findings of the study indicated that the level of principal’s leadership effectiveness was moderately effective. The finding of the level of student academic achievement was also moderately effective. Again, the findings of the study showed that there was high significance difference within leadership effectiveness and within a student academic achievement. The findings of the relationship between principal’s leadership effectiveness and student academic achievement were positively correlated with low significant. The regression analysis also shows that, the lower the correlation indicates the lower the prediction on student academic achievement. Generally there was a direct relationship between school leadership and ix students' academic achievement. Therefore, the researcher recommended that Regional Education Bureau, Woreda Education Office and School leadership might build the leadership capacities of the school leaders by providing necessary transformational leadership training and professional support to improve the results of student academic achievement.