Abstract:
The purpose of this study was to examine the relationship between leadership effectiveness and
students’ academic achievement in secondary schools of west Wollega zone Oromia Regional
State. In order to meet the objectives of the study, correlational research design, both
quantitative and qualitative research method and descriptive statistics were employed. Eight
secondary schools were selected through multistage sampling technique. From these secondary
schools, 187 teachers were selected through simple random sampling technique. Eight school
principals were selected through census sampling technique due to their small. Both primary and
secondary data were used for this study. Data gathering tools such as questionnaires, interview,
and document analysis were used to collect data. Data obtained through questionnaires and
document analysis was analyzed using statistical tools like mean, standard deviation, average
mean, and Pearson correlation and Regression analysis. Data gathered through interview was
considered to complement the questionnaires. Pearson’s correlation was employed to establish
the magnitude and direction of the relationship between leadership effectiveness and students’
academic achievement. Accordingly, the finding of the study revealed that the overall leadership
effectiveness average mean score was (M=3.58, SD=.91) that showed leadership effectiveness
was satisfactory. The students’ academic achievement was moderate (M=347.09, SD=36.35) in
secondary schools of West Wollega zone. There is moderate statistically significant positive
relationship between leadership effectiveness and students’ academic achievement (r=.675*,
p<0.045).Setting and realizing school vision (β =.700) has greater effect on students’ academic
achievement. It is concluded that effective leadership is essential to improve students’ academic
achievement. It is also important to understand the secondary school leaders who have
demonstrated effective leadership learned to do so. Setting and realizing school vision,
promoting teachers’ professional practice, improving teaching and learning program and
developing a mechanism by which teachers share their experience impact students’ academic
achievement. Moreover, the results showed that the principal’s effectiveness involves the
teaching staff and enhances student achievement. Thus, based upon finding and conclusion, the
researcher recommends that school leadership indirectly affect students’ academic achievement
through setting and realizing school vision, promoting teachers’ professional practice and
improving teaching learning programs and focus should be on the development of qualified and
experienced teachers with strong school leadership effectiveness abilities to improve learning
and enhance students’ achievement.
