The effectiveness of school principal leadership on students' academic achievement in secondary schools of Sidama National regional state, Ethiopia

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 xxiii 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.