A Mixed Methods Study of School Leaders’ Self-Efficacy, School Climate, Academic Achievement, and Accountability Challenges in Public Secondary Schools of West Shewa, Oromia, Ethiopia

The study investigates the effect of school leaders’ self-efficacy on student academic achievement, while exploring the mediating role of school climate. By analyzing how school leaders’ confidence in their role provision shapes the school environment, and ultimately contributing in boosting student academic achievement. The study employed mixed design by applying AMOS version 23 and SPSS version 25 for data analysis with 235 determined sample using multi stage sampling method and interviews for addressing accountability challenges. The findings revealed that self-efficacy has a direct positive effect on student academic achievement (β = 0.07, p =.001), confirming Hypothesis H1. Leaders self-efficacy also significantly influenced school climate (β = 0.38, p =.001), supporting Hypothesis H2. School climate itself was found to be a significant predictor of student academic achievement (β = 0.11, p =.001), thereby confirming Hypothesis H3. Mediation analysis further demonstrated that school climate partially mediates the relationship between self-efficacy and student achievement, with an indirect effect of β = 0.56, p =.001. Again the results from interview guide found that accountability is compromised by political interference, resource deficiencies, diffusion of responsibility, and socio-economic pressures. Overall, the study underscores the critical role of school leaders’ self-efficacy in shaping positive school climates and driving student success. It highlights the importance of strengthening leadership capacities and accountability as a strategic approach to addressing the current persistent academic achievement decline in public secondary schools.