THE RELATIONSHIP OF SCHOOL LEADERSHIP STYLE AND STUDENT ACADEMIC ACHIEVEMNT IN GOVERNMENT SECONDARY SCHOOL IN NORTH SHOA ZONE,OROMIA REGIONAL STATE

Abstract

The objective of this study was to assess the relationship of principal leadership style and the student achievement in government secondary schools of North shoa Zone Oromia Regional State. In this study descriptive survey design was used with both quantitative and qualitative methods. Among the 45 government secondary schools found in the Zone, 8 (17%) was taken as a sample by using purposive sampling technique .The sample teachers 90 (30.1%) selected by using simple sampling techniques. Additionally, secondary, 8 secondary school principals and 8 vice principals selected by available sampling techniques. Finally, 8 PTA representatives were included by using purposive sampling techniques. The data collected were analyzed by using percentages, means, and weighted means and an independent sample t-test used by computing the data on SPSS version 16.The data gathered through open ended questions, interviews and document analyses were analyzed qualitatively through narration for the purpose of triangulation. Finally, the findings of this study revealed that there is an insignificant school leadership roles played as an instructional leaders for students’ academic achievement; moderate commitment of school leadership to influence students’ achievement; poor performance of students’ academic achievement and moderate practice of the three (democrat ,lasses-faire, and authoritative) with a dominant use of authoritative leadership style used by school leaders. Furthermore, lack of training, lack of regular support,unavailability of educational resources and principals’ role diversity are among the additional factors that hinder students’ academic achievement. Generally, from the findings of the study, it was concluded that school leaders are notpla