PRACTICES OF SCHOOL LEADERS IN IMPROVING THE ACADEMIC ACHIEVEMENT OF STUDENTS' AT NATIONAL EXAMINATION IN GOVERNMENT SECONDARY SCHOOLS OF EAST SHOA ZONE

<strong>ABSTRACT:</strong> This study was conducted to investigate the Practices of school leaders in improving the academic achievement of students in government general secondary schools of East Showa Zone. The study formulated to answer specific research questions. To undertake the study, descriptive survey design was employed and 11 secondary schools from 3 woredas and 1 town administration were selected as a sample size by using simple random sampling, lottery method of sampling technique. To this end, 11 principals, 120 teachers, 214 students, 4 supervisors and 5 educational experts were included in the study. Questionnaire was the main data gathering instrument for this study. Additionally, interview and document analysis were also used to enrich the quantitative data. Quantitative data collected through questionnaire was analyzed by using mean scores, t-test, SD and F- test by using SPSS. Consequently, the main findings of this study were: school leaders were practiced with inadequate inputs, large class size, lack of support and coordination from district education office. They lack of trained manpower in school leadership, and lack of proper implementation of professional development. School leaders’ lack of leadership knowledge, skills, functions and experiences as well as their instructional, supervisory roles and involvement of concerned stakeholders was reached as conclusion. Finally, to minimize and if possible to solve the challenges, the following recommendations were drawn. School leaders in the study area are expected to enhance the student academic achievement by supporting and engaging teachers professionally through the development of strong relationship which open up opportunities for dialogue and reflection on teaching practice. School leaders needs to focus and emphasize on supporting and controlling the teaching learning process. For that school leaders must possess leadership competencies such as knowledge, skill, behaviors and attitudes. School principals have to be trained in practical exercise of their leadership skills. School leaders in the study area needs to recognize the substantial influence of the main stakeholders on students academic achievement and continuously seek to work together. Finally, investment, support, guide and co-ordination from district and zone education office in terms of training and development of school leaders is likely to provide a return in terms of improved school, particularly students academic achievement.