Linking school-level quality enhancement practices to students’ academic achievement: a correlation study in Ethiopian secondary schools

Purpose This study aims to investigate the relationship between school-level quality enhancement practices (QEPs) and students’ academic achievement in Ethiopian secondary schools. It identifies key factors contributing to improved performance and proposes strategies for optimizing educational inputs and processes at both the school and classroom levels. Design/methodology/approach A correlational research design was used to assess the relationship between QEPs and students’ academic achievement. Data were gathered from 346 educators including teachers, principals and department heads across 32 randomly selected secondary schools in Oromia Regional State. Students’ achievement was measured using the 2022 and 2023 Ethiopia Secondary School Leaving Certificate Examination (ESSLCE) results. Data analysis involved descriptive statistics, Pearson’s correlation and hierarchical and stepwise regression. Findings The results reveal a significant positive association between school-level QEPs and students’ academic achievement. Notable contributors include resource utilization, community engagement and support, strategic improvement plan, leadership engagement, instructional time utilization and student learning opportunities. Research limitations/implications This study relied on quantitative methods, limiting contextual depth. Mixed-methods and longitudinal designs are recommended to capture deeper explanatory insights and strengthen the interpretation of achievement trends over time. Practical implications Improving students’ achievement requires adopting a holistic quality enhancement strategy that focuses on optimizing educational inputs and strengthening processes at both the school and classroom levels. Social implications Raising student achievement supports equitable access to opportunities in higher education and the workforce, contributing to long-term societal advancement. Originality/value By centering academic achievement as the primary outcome, this study offers valuable perspectives for educators and policymakers seeking to enhance performance in Ethiopian secondary schools