Kassahun, Gashawbeza (2016) The Relationship between Leadership Styles and Students’ Academic Performance in Governmental Preparatory Schools of Addis Ababa. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to examine the relationship of principals’ leadership styles and students’ performance and to see factors affecting principal effectiveness in the governmental preparatory schools of Addis Ababa. The study employed a descriptive survey research design and quantitative and qualitative research methods. Among 18 Governmental preparatory schools in 10 sub cities of Addis Ababa, 5 governmental preparatory schools from different sub cities were selected by simple random sampling technique. Data for the study were collected through questionnaires, interviews, and document analyses. Questionnaires were prepared and administered to 157 teachers, 68 department heads, vice principals and principals selected using availability sampling techniques. All Main principals of sample schools were interviewed and the analyses of necessary documents were made in all sample preparatory schools. The data obtained were analyzed using percentages, frequency, mean and ANOVA used by computing the data on SPSS version 20. The data gathered through open ended questions, interviews and document analyses were analyzed qualitatively through narration for the purpose of triangulation. P-values of the three years of ANOVA analysis is greater than 0.05. Finally, the findings of this study revealed that however democratic leadership style has been employed in sample governmental preparatory schools, the relationship between leadership style of principals and students’ performance is not statistically significant. Furthermore, lack of experience to manage and mobilize the school community and activities towards shared goal, lack of school leaders’ human relation skill and lack of school leaders’ implementing motivational techniques are major characteristic factors and Lack of availability of Educational Resource , large size of the school community and work load and responsibilities of principals other than instructional leadership as the most organizational factors of sample school that hinder principals activities towards students highest academic achievement. Generally, from the findings of the study, it was concluded school principals leadership style are not directly related to students academic achievement on national university entrance examination. The researcher recommended that School principals should also be strongly committed to use more of the combination of the three leadership styles depending on the situation as needed than the dominance use of a single leadership style in their school administration to facilitate ,direct and motivate teachers through freely delegation of responsibilities and duties to improve students’ UEE result indirectly.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Africana |
| Depositing User: | Vincent Mpoza |
| Date Deposited: | 13 Jul 2018 12:23 |
| Last Modified: | 13 Jul 2018 12:23 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/7373 |
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