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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/16920
Title: Principal Leadership Practices, Teacher Motivation, and Student Achievement in Secondary Schools of Addis Ababa City Government
???metadata.dc.contributor.*???: Robert L. Bradley(Dr)
Zenebe Baraki(Dr)
Shimelis, Zewdie
Keywords: leadership practices, teachers‟ motivation
Issue Date: May-2017
Publisher: Addis Ababa University
Abstract: The purpose of this study was to investigate the relationship between principals‟ leadership practices, teachers‟ motivation and students‟ achievement in Addis Ababa City Government Secondary Schools. Ten government secondary schools, 387 teachers and ten principals were the participants of this study. The ten sample schools were selected using stratified sampling method; the sub-cities in Addis Ababa City were used as strata. Three hundred sixty three sample teachers to fill in the surveys were selected using simple random sampling method. The rest 24 sample teachers interviewed were selected using purposive sampling method to include well experienced teachers to gain rich information for the study. The ten principals of the sample schools were included using availability sampling method. Both quantitative and qualitative data were collected to investigate the issues under study. The Leadership Practice Inventory (LPI) - self and observer formats and the Teacher Motivation Questionnaire (TMQ) were employed to collect quantitative data. Interview guides were used to collect qualitative data. Student achievement for three consecutive years on Ethiopian General Secondary Education Certificate Examinations (EGSECE) was used to represent students‟ achievement. One way ANOVA, t-test, eta squared, and Person‟s r were employed to analyze quantitative data. Qualitative data were presented and analyzed in descriptive ways to triangulate the results of the quantitative analysis. Results of the study indicated a strong and direct relationship between principals‟ leadership practices and teachers‟ motivation. Results also showed that principals‟ leadership practices have direct and strong relationship with students‟ achievement. In addition, the study indicated a strong and direct relationship between teachers‟ motivation and students‟ achievement. Finally, recommendations for future researches and in relation to school principals‟ recruitments and selection were forwarded.
URI: http://hdl.handle.net/123456789/16920
Appears in Collections:Thesis - Educational Leadership & Management

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