School Leadership Effectiveness On Students Academic Achievement In Secondary Schools Of Gofa Zone Snnprs

The main purpose of this study was to investigate school leadership effectiveness on students’rnacademic achievement in some selected secondary schools of Gofa Zone. The study reviewed thernrelated literature on characteristics of effective school leadership, leadership styles, and teaching-rnlearning roles of leadership, and factors that affect the effectiveness of school leadership. In order tornmeet the objectives of the study descriptive survey research method was employed. Four “Woredas”,rnnamely: Melo Koza woreda, Demba Gofa woreda, Oyida woreda, and Sawula town administrationrnwere addressed by this study. The researcher incorporated 61.4% (153) of the sample populations asrnrespondent. 60 school leaders (principals, vice principals, unit leaders, department heads andrnsupervisors) in the schools, 89 teachers and four student council were primary sources of data.rnQuestionnaires, interviews and document analyses were used for the purpose of collecting relevantrndata. The data collected were analyzed by using percentages, means, and weighted means and anrnindependent sample t-test was used. The data gathered through open ended questions, interviews andrndocument analyses were analyzed qualitatively through narration for the purpose of triangulation. Itrnwas found out that effectiveness of school leader, in setting goals, developing vision, forming strongrnfunctional relationship among the school community, and showing professional endeavors in inspiringrnteachers do their work enthusiastically to improve students’ achievement was below the desired level.rnThe study further revealed that lack of adequate training, lack of regular support, unavailability ofrneducational resources and more engagement on routine works that had less value on students’rnacademic achievement were some of the main problem hindering school leadership effectiveness.rnAccordingly, it was concluded that almost all of the school leaders were not effectively leading corernactivities of their schools by forming communal cooperation within the school and collaboration ofrncommunity outside the schools. Finally, it was recommended that responsible parties including Zonernand Woreda Education Officials may arrange workshops, seminars, short and long term training inrncollaboration with different colleges and NGO’s and schools need to think of their own incomerngenerating sources on top of government budget through improving their relationship with potentialrnstakeholders and school communities by preparing project

Get Full Work

Report copyright infringement or plagiarism