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首页> 外文期刊>Creative Education >Effectiveness of Principals’ Leadership Styles in School Improvement and Students’ Academic Achievement in Government Secondary Schools of Oromia Regional State, Ethiopia
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Effectiveness of Principals’ Leadership Styles in School Improvement and Students’ Academic Achievement in Government Secondary Schools of Oromia Regional State, Ethiopia

机译：埃塞俄比亚政府区域国家政府中学学校改善与学生学业成就的校长对学生的有效性

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This paper aimed at assessing the effectiveness of principals’ leadership styles in school improvement and students’ academic achievement in government secondary schools of Oromia region, Ethiopia. In this study, descriptive survey was employed and as such the data were collected by using questionnaires developed and pilot tested by the researchers. The study analyzed zones’ school inspection reports on the schools’ levels measured per as standards set by the Federal Ministry of Education and students’ academic results obtained from National Education Assessment and Examination Agency of three years (2017-2019). The study employed clustering, stratified and purposive sampling techniques to select 6 zones of Oromia region out of 20; 80 sample secondary schools out of 307 and 160 principals out of 240 and all of 320 teachers, respectively. The collected data were analyzed using descriptive statistics such as means and standard deviations and independent samples t-test. The findings of this study revealed that practical implementations of transformational, instructional and transactional school leadership styles were above average. However, no changes were observed in standards of the secondary school because about 86.3% of the schools were found below the expected standards and students’ academic achievements bec a me decreasing with fluctuating within the three years. Results indicate that effectiveness of the principals’ school leadership styles was not at its expected level in transforming the schools to the required standards and bringing about sustainable academic achievement. This calls for extra efforts and commitment primarily from the principals in or der to reverse these conditions.
机译：本文旨在评估埃塞俄比亚奥罗米亚地区政府中学学校改善与学生学业成就的校长领导风格的有效性。在这项研究中，采用了描述性调查，因此通过使用研究人员测试的调查问卷收集的数据收集。该研究分析了根据美国教育部和学生学校的学校各级规定的学校审查报告，从国家教育评估和三年（2017-2019）中获得的学生的学生学术成绩。该研究采用聚类，分层和有目的采样技术，以选择20个Oromia区域的6区; 80分别为307和160名校长的中学学校分别为240和320名教师。使用描述性统计分析收集的数据，例如手段和标准偏差和独立样本T检验。本研究的调查结果表明，转型，教学和交易学校领导风格的实际实现高于平均水平。然而，在中学标准中没有观察到的任何变化，因为大约86.3％的学校被发现低于预期标准和学生的学术成就，因为我在三年内波动下降。结果表明，校长的学校领导风格的有效性并不是在将学校转变为所需标准的预期水平，并带来可持续的学术成就。这呼吁额外的努力和主要来自原则的努力，以扭转这些条件。

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