The Impact of Leadership Styles on Teacher Performance and Student Achievement: The Case of Kolfe Keraniyo Sub City Government Secondary School in Addis Ababa City Administration
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Date
2017-08-01
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Addis Ababa University
Abstract
This study examines the impact of leadership styles and practices on teacher performance and student achievement in secondary schools and identifies challenges affecting leadership practices. using a mixed-methods design, data were collected from 260 teachers, 20 school leaders, and 356 grade 12 students. Descriptive statistics (mean and standard deviation) summarized key variables, while inferential analyses (correlation and regression) assessed relationships between leadership practices, teacher performance, and student achievement. Thematic analysis of qualitative data and document analysis of grade 12 university entrance exam results (2014–2016 Ethiopian Calendar.) complemented the quantitative findings. Results indicate that transformational and instructional leadership styles significantly correlate with improved teacher motivation and student academic success. Regression analyses confirmed leadership practices as strong predictors of student achievement. Despite positive leadership effects, challenges such as socioeconomic disadvantages, limited resources, and gaps between policy and practice persist, hindering progress. Recommendations emphasize strengthening visionary and supportive leadership, investing in teacher professional development, and addressing systemic barriers through collaborative policies. Future research should explore longitudinal impacts of leadership interventions and the role of community engagement in sustaining school improvements. The study demonstrates that principals’ leadership styles and practices are not isolated administrative choices but pivotal drivers of school effectiveness. when principals adopt collaborative and instructional leadership approaches, teachers show higher levels of motivation, professional commitment, and instructional quality. In turn, these improvements in teacher performance directly contribute to measurable gains in student achievement. Therefore, the conclusion is clear: effective leadership at the school level creates a cascading impact that strengthens teaching and learning, ultimately advancing overall student success
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Principals’ Leadership Styles, Leadership practices, Teacher Performance, Student Achievement