The Relationship between Leadership Effectiveness And Students’ Academic Achievement in Secondary Schools Of West Wollega Zone, Oromia Regional State

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.