Leadership Practices and School Performance in Secondary Schools of Wolaita Zone (Southern Nation, Nationalities and Peoples’ Regional State)

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Addis Ababa University


The research purpose of this study was to investigate Leadership style and Performance of Secondary Schools of Wolaita Zone. The study investigated principal’s leadership style based on the perception of teachers and principals self-rating about their leadership style. To investigate this topic a mixed methodology, that is, qualitative and quantitative design was employed. Qualitative data were investigated from interviews conducted with all school principals and 20 teachers purposefully selected from the secondary schools selected for this study. Quantitative data was investigated from the standardized questioners developed by Bas sin 1985 and was revised several times through subsequent research by Bass and Avolio (1995) to measure the transformational and transactional leadership styles. The quantitative data was analyzed by using statistical instrument SPSS version 20. The result of the study indicated that all principals in the selected secondary schools were male, 90% of them were Bachelor degree holders, averagely with ten years of service and aged between 31 – 40 years. It also revealed that 87% of teachers were male and 13% of them were female teachers indicating that the teaching profession is dominated by male teachers. The finding also indicated that, teachers of all sample secondary schools perceived that their principals frequently exercised transformational leadership style and fairly often practice transactional leadership style. The study also indicated that there is no significant difference in the self-rating of their leadership practice of both groups of principals. The study concluded that there is no difference in leadership style practiced by Grade 3 and Grade 2 school principals as to the perception of teachers. The study further indicated that effective school performance requires visionary leadership and it is the transformational leadership style that could result in effective school performance. The study also suggests that, in order to achieve effective school performance, principals has to be visionary, share their visions, mission and values with all stakeholders and implement and evaluate their performance timely. It also further suggested that those supervisors who evaluate the schools should give directions how to deal with different problems in school environment so that to achieve the desire goals by using a positive approach. Key Words: Leadership, Leadership practice, School performance



Leadership, Leadership practice, School performance