The Contribution Of Principals Leadership Style To School Performance In Addis Ababa Yeka Sub-city Secondary School

Leadership is seen to be at the hub of transforming values into actions, visions into realities,rnobstacles into innovations, separateness into solidarity, and risks into rewards. The mainrnpurpose of this study is to assess the contribution of principal’s leadership style to schoolrnperformance in Addis Ababa Yeka sub-city secondary school. Based on objective of the research,rnthe research design was a descriptive design. Stratified and purposive sampling techniques werernadopted to select 384 respondents from which data was collected. Data sources are both primaryrnand secondary which is obtained from collection techniques such as questionnaire, interview andrndocument analysis using teachers and principals of the seven selected secondary schools in Yekarnsub-city. Data was processed through computerized software SPSS version 22 and using bothrnquantitative and qualitative methods. The data analyzed through relative importance index (RII)rnand correlation. The study found that the noticeable leadership styles that contributed to schoolrnperformance in the secondary school having higher RII and the types of leadership that studentsrnperform better are democratic, participative, transformational, and transactional leadershiprnstyles. Besides the students’ perform in grade ten national exams were found at medium level.rnTherefore, there is no single leadership style which is practice in a secondary school thatrncontributed to school performance. It implies successful school leaders make use of a mix ofrnleadership styles, and are responsive to context, i.e. school goals, school organizationalrnstructure and culture. On the basis of the findings of the study, it is recommended that there is arnneed to enhance the principals’ leadership styles in relation to the indicators of schoolrnperformance and situational factors in the managing of schools. The researcher endorsed, therernis a need to be considered the size, catchment areas, vision, culture, intellectual capacity andrnprofessional maturity of staff to apply leadership style that can fit to school and enhance schoolrnperformance

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