The Effect Of School Principals Leadership On Students National Examination Scores As Mediated By School Culture In Secondary Schools Of East Wollega Zone Oromia Regional State

The purpose of the study was to examine the effect of principals‘ leadership on students‘ nationalrnexamination scores in secondary schools of East Wollega zone of Oromia regional state. Thernstudy employed descriptive research design of sequential explanatory mixed approach. Threernhundred fifty-five secondary school teachers participated in the quantitative phase of the study;rnwhereas, 22 principals and 23 teachers participated in the qualitative phase of the study.rnPrincipals‘ leadership practices questionnaire and school culture dimensions questionnaire wererndata collection tools. Students‘ examination scores were obtained from EGSECE register. Thernreliability and validity of these measuring instruments were confirmed by CFA and model fitrnindices. SEM, Path analysis and AMOS software were statistical methods used for analysis. Thernstudy provided an empirical support for the direct effects of building vision and setting direction;rnand understanding and developing people school principal leadership practices on students‘rngrade ten national examination scores. Besides, except organization structure dimensions ofrnschool culture; professional development and student-centered school cultures failed to predictrnthe variance in students‘ national examination scores. Moreover, the basics of principalrnleadership practices were found to have non-significant indirect effect on students‘ nationalrnexamination scores. Furthermore, the total effect of principal leadership practices on students‘rngrade ten national examination scores was significant for building vision and setting direction;rnand understanding and developing people practices of secondary school principals. The model inrngeneral explained 16 % of the variance in students‘ national examination scores. It is concludedrnthat there is credible evidence that school principal leadership practices count directly forrnsecondary school students national examination scores but which type proves more effective is arnmatter of leadership model applied and the context in which it occurs. Whereas, there is norncredible evidence that school principal leadership practices does contribute to the prediction ofrnstudents national examination score once Scheon and Teddlie‘s school culture dimensions arernconsidered. Perhaps, mediation analyses and its findings are important for improvements inrnstudents‘ performance in that it may help principals examine the leadership practices that helprnthem interact with school culture in an attempt to find more opportunities to effect students‘rnnational examination scores. The findings and the limitations of the research yield implicationsrnfor the study of leadership effect studies that consider alternative models and methods

Get Full Work

Report copyright infringement or plagiarism