Abstract:
The study addresses the declining students’ academic achievement on EHEECE, a
concern raised by discussions in the media, among social and political groups, the
government, and the business sector. These stakeholders are increasingly worried about
this decline and are seeking solutions, which motivated my engagement in this research.
The study aimed at investigating effectiveness of leadership practices in students’
academic achievement of secondary schools on EHEECE of SNRS, Ethiopia. In
philosophical assumption, grounded in a Pragmatic Research Paradigm with Mixed
Research Approach the study utilized a convergent concurrent design. The study
employed a convergent concurrent Mixed Method design to extract the perception of
senior teachers, Head of Departments, Principals, Vice-principals, Unit leaders, PTSAs,
and supervisors using both quantitative and qualitative data concurrently to supplement
each other and interpreted separately and triangulated at the end of the discussion for
better grasping the problems understudy. Data were gathered from 225 senior teachers
and 115 Head of Departments, Principals, 59 Vice-principals, 42 Unit leaders, using
Simple Random Sampling techniques while 11 school principals, 5 vice-principals and 4
supervisors took part on an interview and 6 FGDs of 30 participants of PTSAs by using
Purposive Sampling techniques. Questionnaires, semi-structured interview and
Document Analysis were major instruments for data collection. Data were analysed using
frequency, mean, standard deviation, independent sample t-test, and Pearson productmoment
correlation analysis and thematic analysis techniques. The study found that the
effectiveness of principals’ leadership practices in terms of ‘setting and communicating
shared vision and goals’, ‘teaching-learning programs management’, ‘fostering teachers
professional’, ‘lead community and stakeholders’ engagement’ and ‘managing school
resources and operations’ were poor. From the summary of the perceived principal
leadership practices, the study also revealed that there is positive relationship between
principal leadership practices in ‘setting and communicating shared vision and goals’,
‘teaching-learning programs management’ and ‘fostering teachers professional’ and
students' academic achievement while there is no significant relationship with ‘community
and stakeholders engagement’, and ‘managing school resources and operations’ and
students' academic achievement. School-leadership related factors, shortage of
resources and material facilities and other external factors were found moderately
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challenges while students related, home-environment related, and teacher-related factors
were found strongly challenging school leaders in the process of supporting students'
academic achievement on EHEECE. The study also suggested strategies such as the
central government motivation in playing their role; developing school leaders’
commitment and capacities; enhancing teaching-learning; mobilizing and allocating
school resources; and working on school autonomy.
