COLLEGE OF EDUCATION AND BEHAVIORAL STUDY DE-

PARTMENT OF EDUCATIONAL LEADERSHIPAND MANAGE-

MENT

RESEARCH PROPOSAL ON THE RELATIONSHIP BETWEEN LEADER-

SHIP PRACTICES AND STUDENT ACADAMIC ACHIEVEMENTS OF IN
GOVERNMENTAL Primary SCHOOLS OF UBA DEBERTSEHY
WOREDA GOFA ZONE

STUDENT NAME: HAGOS HATE HAWUDI

ID.NO:---------------
 NOVEBER 2022
ARBA MINCH, ETHIOPIA
 CHAPTER ONE
INTRODUCTION

1.1. Background of the Study

Education is regarded as the greatest agency for human development; it is for this reason that
many countries in the world spend a lot of time and money to provide adequate education to their
citizens. According to Redden in Okemakinde (2014), says that education is the deliberate and
systematic influence extended by the mature person upon the immature through instruction, dis-
cipline and harmonious development of physical, intellectual, aesthetic, social and spiritual pow-
ers of the human beings, according to their essential hierarchy for the individual and social uses
which is directed towards the union of the educated with the creator at the final end . Education
is also broadly recognized as the base of development in most countries especially in the devel-
oping ones. For this reason the government of Ethiopia being cognizant about education and put
the issue of education in different legal documents. Concerning this, UNESCO (2006/7) stated
that the main principles, objectives and goals of education in Ethiopia are enunciated in the
proclamation of the constitute of the Federal Democratic Republic of Ethiopia of 1995, the Edu-
cation and Training Policy (ETP) 1994 and the Education Sectors Strategy of 1994, and Educa-
tion Sector Development Programs (ESDP). In all these documents education is viewed as

According to Squires (2001), leaders are concerned with the spiritual aspect of their work, that is,
they have followers who deeply believe in them and they possess a latent power in organizations.
Leadership has been widely studied over a long period of time, yet it remains
an elusive phenomenon to understand and develop. According to Day (2000), leadership has
been traditionally conceptualized as an individual skill and abilities as well as creating and
maintaining a sense of vision and interpersonal relationships. However, management is
coordinating, supporting, and monitoring the activities of an organization. Teachers Education
Sector Development Programs (ESDP). In all these documents education is viewed as an excel-
lent instrument to bring up good citizens.
In addition, many countries of our world establish a system for the management and utilization
of educational materials because of the role of education in their development. For instance,

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USA, Sweden and Denmark have a decentralized system of educational materials management
in line with their decentralized type of administration in their countries’
leadership may be more formalized when they assume specific roles such as representing
their schools at district meetings or participating in a teacher mentorship program. At other
times, it takes a more informal form when they voluntarily participate within the school or
be come involved with one another's classrooms or instruction (Leithwood et al., 1999).
The issue of leadership styles is a major and basic concern for all organizations and
institutions in various countries. Different countries around the world have been
attempting to highlight and stress the concept of efficient leadership styles in various
ways in their organizational daily activities, programs, and performance, for example Adminis-
trators strived to be distant, proper, serious, and impersonal. The communication was
formal, controlled, and from the top. The school leadership principal was management, and
focused on coordinating and monitoring activities. Traditional management roles include
planning, time management, leadership theory, and organizational development on the other
hand the human component consists of the communicating, motivating, and facilitating roles
of the principal.. Principals need to be aware that schools need a culture that encourages produc -
tivity, high
moral, confidence, and commitment. This principal leadership can be viewed from the
context of the principals’ behaviors and how these behaviors translate to teachers, students,
and staff of the school. It is believed that if a principal is able to practice a positive
leadership, it will in turn help bring a positive learning climate to the school. Teachers will
feel more comfortable and thus have higher job satisfaction. If the opposite is true, then
teachers’ job satisfaction can be expected to decrease. Teachers play the main role in
ensuring that student performance increases every year since they are in charge of the
classroom and the curriculum. To ensure teachers are able to play this role, they need support
and motivation that is most often affected by the principal at the school. When I said ,the fact
that educational leadership practice and student academic achievement there is one coin the same
side,which means there is no difference b/N them. Therefore school leadership in educational
secter which influncing the follower such as: teacher student and stockholders.
FINALLY to lawunching school of the GOAL and effective efficiency of the organization .

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1.2. Statement of the Problem
A school system is one of the public institutions having its own specific goals and objective
to be achieved and such tasks are given to school leaders. Here, principals are the prominent
figures to lead the school community for improvement. Educational researches on school
effectiveness have recently been dominated by the concept of principals. Successful school lead-
ership makes important contribution to the improvement of students
learning (Leithwood and Riehl, 2003). Therefore, school leadership practices and student
acadamic achievement have a greater influence
on students learning. While, many positive effects can be directly attributed to quality
curriculum and instruction, leadership effects on students’ achievement has also more indirect
answer (Hallinger and heck, 1999). Different leadership styles are adapted and school leaders
has their prominent influence on students’ success in number of ways (Yusuf, 2008). From the
above arguments, it is clear that there is definitely evidence as school leadership
practice has significance influence on students’ achievement. The size of leadership effect on
achievement of students varies depending on the education leaders to assist students. Therefore,
measurable relationship exists between principal leadership practices and students
achievement.
Moreover, principals’ relationship practice has its own influence over many aspects From the
above arguments, it is clear that there is definitely evidence as school leadership
practice has significance influence on students’ achievement. The size of leadership effect on
achievement of students varies depending on the education leaders to assist students.
Therefore, measurable relationship exists between principal leadership practices and students
achievement. Moreover, The relationship between school leadership practices and student
acadamic achievement , has its own influence over many aspects of
schools functions. For instance, empowering teachers and students as well as other members
of school community or sharing power and responsibility for teachers, counseling and
guiding staffs and other school employee and students in order to reline and promote students
achievement. The relationship between school leadership and student achievementies still un-
clear as school principals are situated in a kind of “black-box”(here, the author refers to “School
Matters : What the Research Says about the Importance of Principal Leadership 1)since they do
not have direct contact with students (Ross & Gray, 2006). Mean while, some researchers have

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pointed out that research findings gathered based on the relationship between school leadership
and student achievement was limited with regard to statistical methodology and the sample size
(Goldstein, 1997).
1 http://www.naesp.org/sites/defa

It is a widely held maxim“[a]s is the principal so is the school” (Flanigan, 1989). 1.3. Research
Questions
The following research questions guided the study:
To what extent is the relationship between school leadership practices and student acadamic
achievement in Government primary of UBA DERE TSEHAY WOREDA ?.
To what extent is the relationship between school leadership practices and student acadamic
achievement in government primary school of uba debre tsehay woreda ?
3 Is there significant relationship between school leadership practices and student acadamic
achievement in government primary school of UBA DEBRE TSEHAY WOREDA? .

4 . Is there relationship between principal’s leadership practice and student’s academic

achievements?
5 What kinds of techniques were adopted by the principals of the governmental
secondary schools to improve students’ achievement?
6 . Do school principals involve parents and other stakeholders in different school based
activities and discussion which promotes students’ achievement?
The general objective of this study
is to relationship between school leadership practices and student acadamic achievement in gov-
ernment primary school of UBA DEBRE TSEHAY WOREDA
1.4.1. The specific objectives of the study are:
1.4. Objectives of the study
To determine to what extent students academic performance is effective in Government Primary
Schools of UBA DEBRE TSEHAY Woreda.
To find out to what extent the relationship between school leadership practices and student
acadamic achievement in government primary school of UBA DEBRE TSEHAY WOREDA ..
To examine the significant relationship between relationship between school leadership practices
an students’ academic performance in Government primary Schools of Woreda.

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1.5. Significance of the Study
This study was relationship between school leadership practices and students acadamic achieve-
ment in Government primary school selected in UBA DEBRE STEHAY WOREDA ..S/ N /N / p
Regional state . The following contributions:
Findings of the research are helpful to school leaders who are interested in improving
students achievement. Besides, it has got a potential to recognize a structured and updated
system of leadership in accordance with amplifying the effectiveness of learner. Principals
will use the information to understand their schools’ individual culture and then how to
change an already existing environment. Educators may utilize the findings to understand
better leadership behaviors which enhance a positive school environment and improve
student achievement.
1.5. Delimitation of the Study
In Uba Debre Tsehay Woreda administration, there are seventeen kebeles But, this study is de-
limited in one. Uba debre tsehay primary schools , there are thirty government primary schools
which include zaba , Kench , Dubako ,Goma ,Shellebune ,Shalla ,Stistotipe , Garo ,koripha ,Yel-
lashabo ,Bariea ,Ubayala ,Galada , Zekka ,Arimafara , Bai , Worika ,Gadolagodima ,Gachamer ,
Gadiro ,Debrestehay , Senget , Dima , Guwasa , sonba , Chare , Zalla Primary schools .
The researcher selected three Primary schools Zaba , Kencho and Dubako that were
included in the study considering their population size, seniority, and manageability to the
study under investigation. Delimiting the study is also through principal and a vice principal
experience in that specific schools. Thus, these facts can help the researcher to assess the
relationship between leadership practice and student acadamic Achievements of three govern-
mental primary Schools.
1.6. Operational Definition of Key Terms
Leadership: It is an act of having influence on the activities of an organized group in its attempts
to set and achieve its goals (Stodgill, 1997)
Leadership behaviors (LB): the actions of the principals that promote relationships within
the school community.
Personal efficacy: characterized by satisfaction and by the commitment of each individual
for academic excellence and professional growth.
Professional learning communities: teachers and administrators in a school that

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continuously seek and share learning and then act on what they learn to enhance
student achievement. Student achievement: an assessment of student performance in a given dis-
cipline or skill area.
Academic performance: refers to the level at which a student, teacher or institution has managed
to reach their educational goal .
1.7. Organizations of the Study
This study was organized in to three chapters. The first chapter is introductory part of the
research which discusses background, statement of the problem, objectives, significance,
delimitation and limitation of the study. Chapter two is a body of literature. Chapter three is
about methodology of the study.