Exploring principals’ leadership practices and students’ pass rate in secondary schools at West Arsi Zone, Ethiopia

Abstract

The study aimed at exploring principals' leadership practices and its influence on students' pass rate in the secondary schools of West Arsi Zone, Ethiopia. Philosophically, a Pragmatic Research Paradigm with Mixed Research Approach were employed. The study employed Explanatory Sequential Mixed Method design to extract the perception of teachers, Head of Departments, Principals, Vice-principals, and supervisors using both quantitative data followed by qualitative to supplement each other and interpreted separately and combined at the end of the discussion for better grasping the problems understudy. Data were gathered from 225 teachers and 115 Head of Departments using Multistage Random Sampling techniques while 11 school principals, 5 vice-principals and 4 supervisors took part on an interview using Purposive Sampling techniques. Questionnaires, semi-structured interview and Document Analysis were instruments for data collection. Data were analysed using frequency, mean, standard deviation, independent sample t-test, and Pearson product-moment correlation analysis and Thematic Analysis techniques. The study found that the current principals' leadership practices in terms of ‘setting directions’, ‘developing people’, ‘developing schools’ and ‘managing teaching-learning program’ were weak. The study also revealed that there is positive relationship between principal leadership practices in ‘setting direction’ and ‘developing schools’ and students' pass rate while there no significant relationship with ‘developing people’ and ‘managing teaching-learning program’ and students' pass rate. Student related, home-environment related, and teacher-related problems were found strong challenges while school-leadership related hurdles, lack of physical resources and material facilities and other external factors were found moderately challenging school leaders in the process of supporting students' pass rates. The study also suggested strategies such as the central government motivation in playing their role; developing school leaders’ commitment and capacities; enhancing teaching-learning; mobilizing and allocating school resources; and working on school autonomy.