The Effect of Principals’ Leadership Styles on Students’ Academic Achievement in Government Secondary Schools of Kolfe Keranio Sub City
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Date
2025-05-01
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Addis Ababa University
Abstract
This study sought to imply the principals leadership styles for students’ academic achievement of kolfe kolfe keraniyo sub city yeman birihan cluster secondary schools. A descriptive survey research design was adopted. A combination of stratified random sampling, simple random were utilized to draw 83 teachers and 170 students and 9 school principals, to participate in the study. Mixed method was used to collect quantitative data from teachers and school principals using questionnaires and qualitative data from secondary school principals using interviews and questionnaires were utilized for teachers and students. Document analysis was also part of data collection for the study. Quantitative data were analyzed using descriptive statistics such as frequency, percentage, and mean, while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that the extent of leadership styles approach were not properly employed in those secondary schools of Yeman birihan cluster schools in relation to improving students’ academic achievement. Inability to recognize teachers and students individual difference and accordingly inappropriate use of those leadership styles that suits those differences were among the major findings. Based on these findings, the school principals should give special attention for individual differences among the staff members and create clear communication and follow up on its implementation, training should be offered to school principals. since most of them were not graduated in school leadership programs rather they specialize on subject matter only. So awareness on how to lead should be given by in service training programs which helps to enhance the academic improvement of students were some of the major recommendations forwarded
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relation to improving students’ academic achievement