THE INFLUENCE OF LEADERSHIP PRACTICES ON SCHOOL PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS OF CENTRAL SIDAMA ZONE, SIDAMA NATIONAL REGIONAL STATE

Abstract

School leaders employ a range of leadership styles that directly or indirectly impact school performance. However, there is always a debate among scholars about which leadership style is the most effective for school performance. The main purpose of this study is to examine the influence of leadership practices on school performance in secondary schools of Central Sidama Zone, Sidama National Regional State. The study employed a descriptive and correlational research design and mixed research methods. The target population of the study was 6 secondary schools of Central Sidama Zone; which includes 189 teachers, 78 school leaders, 6 cluster supervisors and 4 Woreda Education Office experts as the participants of this study selected by using simple random, census, purposive and available sampling techniques, respectively. Data were analyzed using descriptive statistics such as mean, frequency, and standard deviations and inferential statistics such as t-test, Pearson correlation coefficient, and regression analysis. The findings show that the leadership style practiced in the study schools was dominated by autocratic than another leadership style. The study explored and analyzed the relationship between leadership practices and school performance. The study found that participative, transformational and laissez-faire leadership styles have a positive impact on school performance but autocratic leadership styles were found to have negative impacts on school performance. Based on the findings of the study the researcher concluded that well-established school performance with a proper leadership style and participative leadership style has resulted in a high level of achievement in school performance. The correlation analysis further displayed that overall leadership styles: autocratic, laissez-faire, participative and transformational leaderships were good predictors of school performance and have a significant correlation. It was recommended that the Sidama REB, ZED and Woreda Education Office school leaders in collaboration with training institutes should provide training for current leaders on the concepts and practices of leadership styles and school performance; encourage the adoption of leadership strategies by school leaders as participative style, facilitating annual forums and experience sharing programs among school leaders; and conducting further studies on issues related to leadership styles and school performance.