The Relationship Between Leadership Practice And Student Achievements Of Three Governmental Secondary Schools At Akaki Kality Sub-city Of Addis Ababa

This study assessed the relationship between leadership practices and Students' achievementsrnin governmental secondary schools. It explores the practices of principals to enhance thernstudents’ achievement in three governmental secondary schools at Akaki Kality sub-city inrnAddis Ababa. It identifies the mechanisms and activities of the school principals to improvernstudents’ achievement. The researcher applied both quantitative and qualitative methodsrnthrough primary and secondary sources. Questionnaire and observation were central sourcesrnof this study. Akaki kality sub city is taken for this study purpose and the data are collectedrnfrom three governmental secondary schools in the sub-city. Students, Principals and Viceprincipalsrnfrom the selected schools were the participants of the study. The samples werernselected by using purposive sampling method. The data were collected by using arnquestionnaire for principals and students in parallel with the researcher’s observations. Datarnobtained through questionnaire were analyzed and summarized using frequency andrnpercentage. Statistical measures were performed on quantitative data assembled from thernrespondents; frequency count and Percentage, were conducted. The study shows thatrnprincipals were effective in establishing knowledge of curricular issues in various subjectrnareas. Checking the teachers’ lesson notes and offering feedbacks where necessary,rnsupporting teachers and giving feedback on effectively use of instructional time in theirrnclasses, making post conference after classroom visit to discuss the weak and strong pointsrnobserved during teaching learning for improving students’ achievement in their school arernsome of the findings of the mechanisms that principals use to support students learning.rnHowever, less focus is given on evaluating the instructional methods regularly and makingrnimpartial contributions and sharing information about classroom activities with teachers forrnthe improvement of students’ achievement in their school. Parents were effective in manyrnaspects; however, the school leaders were poor in involving parents and stakeholders in thernattainment of substantial financial support. The finding indicates leadership practice isrneffective through a combination of all leadership styles. Increasing the extent of involvementrnof parents and other stakeholders in supporting the school by finance and other issues andrnredesigning the evaluation format is recommended for principals and make regularrndiscussion meeting with students on how the teaching –learning is going on and whatrnstudents’ need to support their learning and the employment of punishment hinders thernpractice of principals on their daily activities in their school. Though, the school had a goodrnsystem of school leadership, there should be a lot to be done to meet the expected leadershiprnstandards.

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