Leadership Style and Academic Achievement of Students

The study investigates the leadership styles of secondary school administrators in the Sidama Region, focusing on student achievement and school improvements. The research involved 37 schools, 222 teachers, and 106 school leaders. The findings revealed that school leaders' leadership characteristics explain 39.80% of student success differences. Despite research suggesting transformational leadership for school reform, the study found that transactional leadership was used in the area. The Ethiopian Ministry of Education ranked 58 of 108 secondary schools in the region as level II. The main obstacles to academic achievement include lack of resources, knowledge gaps, and low school leader commitment. The study suggests that stakeholders at all levels of education must collaborate to improve school and student performance.

本研究以西达马地区（Sidama Region）中学行政管理人员的领导风格为研究主题，聚焦学生学业成就与学校提质改进工作。本次研究共覆盖37所中学、222名教师及106名学校管理者。研究结果显示，学校管理者的领导特征可解释39.80%的学生学业成就差异。尽管既有研究表明变革型领导（transformational leadership）适用于学校改革，但本研究发现该地区实际采用的领导模式为交易型领导（transactional leadership）。埃塞俄比亚教育部将本地区108所中学中的58所评定为二级院校。制约学业成就提升的主要障碍包括资源匮乏、知识储备缺口以及学校管理者履职承诺不足。本研究建议，教育领域各层级利益相关方需加强协同合作，以推动学校办学水平与学生综合表现的改善。