PRINCIPALS' LEADERSHIP ROLES AND SCHOOL EFFECTIVENESS: LESSONS FOR STRENGTHEN GOVERNMENT SECONDARY SCHOOLS IN SOUTHERN ETHIOPIA

Abstract

The purpose of this study was to examine the leadership roles of principals that effectively enhance school effectiveness in government secondary schools in southern Ethiopia. The researchers employed a mixed-method research design in which the researchers randomly selected 364 teachers. Along with 60 vice-principals and 10 principal leaders who were included purposefully. A total 424 participants contributed survey data, while 15 principals participated in interviews. The results indicated that the three dimensions of principal leadership roles were at a low-level implemented and school effectiveness rated as moderate. However, the study found a positive and moderate relationship between the leadership dimensions and school effectiveness. Specifically, defining the school vision had a correlation of r = .556, managing instructional programs had r = .649, and promoting school climate had r = .572. These findings suggest that the successful implementation of principals’ leadership roles fosters a culture that significantly contributes to school effectiveness, ultimately enhancing student performance.