Ayalueffects of transformational leadership on students outcome. PPT(1).pptx

WOLAITA SODO UNIVERSITY
DIRECTORATE OF GRADUATE STUDIES COLLEGE OF EDUCATIONALAND
BEHAVIORAL SCIENCES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
THE STATUS OF TRANSFORMATIONAL LEADERSHIPAND
EFFECTIVENESS OF SECONDARY SCHOOLS (A CASE OF GAMO ZONE,
SOUTHERN NATIONS NATIONALITIES AND PEOPLES’ REGION)
BY: EYALU AYSSAABBA
ADVISOR: TAFANO OUKE (PHD)
AUGUST, 2023
WOLAITA SODO, ETHIOPIA

PRESENTATION OUTLINES
 Background of the study
 Statement of the problem
 Objectives of the study
 Scope of the study
 Methodology
 Results
 Conclusion and recommendation

CHAPTER ONE: INTRODUCTION
1.1 Background of the study
School effectiveness is explained by considering many manifestations exercised at
school level. An effective school is one that promotes the progress of its students
in a broad range of intellectual, social and emotional outcomes, taking in to
account socio-economic status, family background and prior learning
(Tatlah&Iqbal, 2021).
Transformational leaders are revealed during organizational crises and found to be
more effective in these situations. A transformational leader influences belief
approaches and fundamental values of subordinates and succeeds in impressing
on subordinates the recognition of the importance of their mission to improve the
level of their performances. (Masry-Herzallah&Stavissky, 2021).

 Teachers are key personnel in instructional process for the fact that they play
determinant role in students’ achievement as well as school success in general.
Effective teaching, giving feedback and reflections on students’ performance,
submitting results on time… etc need teachers’ passion (Schunk, 2008)
 the behavior of the principal, particularly, those related to leadership influence the
effectiveness of schools because they are capable of creating supportive,
collegial, and not overly restrictive school climate, that may influence student
achievement. Due to this, principals’ behaviors are supposed to have a firm
relation with student success, teachers’ success and thereby school success
(Pinkas&Bulić, 2017).
 The school principal need to strive for the development of shared goals and
visions in the organizations (Dubrin, 2007). This is because, principals’
leadership practice is expected to can influence and school effectiveness, the
school ranking in cluster, teachers’ performance evaluation result, teachers’
passion and general school performance.
 Due to this, the current study aimed to investigate the relationship between the
practices of transformational leadership and its role on the school effectiveness in
the study area.

1.2 Statement of the problem
 Every organization needs effective leadership in order to attain and accomplish
its long term as well as short term goals, to render the services for which it has
been initially intended to do, to release a quality output that it has aimed for as
well as to increase its linkage with the nearby community, which are among the
target destinies for the goods it produce and/or services it renders. Due to this,
Fulmer (2004) stated that the issue of leading institution has become a ubiquitous
issue for executives and academics in a variety of fields.
 To achieve the very purpose for which it is established, schools may need
principals who can lead and manage schools professionally. Principal leadership
is an aspect that determines the success of education in schools (Tatlah&Iqbal,
2021).
 It is increasingly become clear that different leadership style contribute
differently to the school success. Schools need a leader that can help them attain
their long term and short term goals in accelerated manner, and most scholars
agree that transformational leadership is effective leadership style and the most
important contributors to overall organizational performance success (Palestini
2008), hence, it need to be practiced by school leaders.

 Nonetheless, the study by Tsehaye&Fekadu (2021) indicated that the practice
of transformational leadership is low in Ethiopian schools. Their study
indicated that unnecessary interference of educational bureau on academic
issues and imposing of political duties, limitation of stake holders to understand
the nature of schools, shortages of resources, limitations of teachers to prepare
plans and cooperation, low participation of parents, conflict of interest that
teachers work in other private school on behalf of the public time, disciplinary
problems of students were responsible factors for low implementation.
 Moreover, Duressa & Asfaw (2014) and Tsehaye & Fekadu (2021) stated that
even in the schools where transformational leadership is practiced, its influence
on effectiveness organizations and schools is much more minimal likely due to
many challenges related to its implementation.
 Previous studies on the relationship between practices of transformational
leadership and school effectiveness are scantly available.
 Lucas & Valentine (2003) studied about transformational leadership:
Principals leadership teams and school culture;
 Alger (2008) studied on transformational leadership practice of teacher leader;

 Aydin & Sarier and Uysal (2013) investigated on the ‘Effect of school principals
leadership styles on Teachers Organizational commitment and job satisfaction’;
 Domestically, Duressa&Debela (2014) have investigated about the ‘Leadership
effectiveness in public service organizations of Ethiopia: perceptions of leaders in public
service organizations, and
 Dibessa & Bekele (2017) have conducted study on the ‘Practices and challenges of
leadership in colleges of teacher education institutions: The case of Oromia regional
state.
 However, the researcher finds that investigating the issue of the relationship between
transformational leadership practices and school effectiveness in Gamo Zone has both
temporal and territorial significance. Moreover, many of the previous studies differ from
the current one in their methodology, because they have employed qualitative approach.

1.4 Objectives of the study
1.4.1 General objective
 The general objective of this study was to examine the status of transformational
leadership and effectiveness of secondary schools of Gamo zone
1.4.2 Specific objectives
The specific objectives of the current study were
 To identify what the practice of transformational leadership in Gamo Zone looks
like.
 To find out whether there is significant mean difference in terms of
implementation of transformational leadership among woredas of Gamo Zone.
 To examine whether the implementation of transformational leadership
significantly correlated with effectiveness of secondary schools.

1.6 Delimitation of the Study
 This study involved conceptually delimited to examining the status of
transformational leadership and effectiveness of secondary schools of Gamo
zone. Territorially, it was delimited to Gamo Zone, SNNPR state Ethiopia.
 In terms of variables, it treated transformational leadership style, ranking of
school in the cluster, students’ results, teachers’ performance evaluation
results, teachers’ passion to work and general school performance were used
as indicators of school performance.

3.6 Population, sampling technique and sample size
3.6.1 Population of the study
 This study used the teachers and principals in selected public secondary schools.
For the sake of manageability, researcher selected 5 administrative structures in
Gamo Zone administration using lottery method. Daramalo woreda,
SelamBertown administration, Selamber Zuriyaworeda, Bonke and Kamba
woredas.
 Again for the sake of manageability, the researcher selected two secondary
schools from both Kamba Woreda and Selam Ber zuria Woreda; and one
secondary school from each of Bonke woreda, Selam Ber town administration
and Daramalo woredas, and a total of 7 secondary schools were selected from
Gamo zone
 As per the data the researcher obtained from zone educational office, there are
305 teachers and 18 principals working in these schools.

Sample and sampling techniques
 To determine the sample size, the researcher has used a formula suggested
by Kothari (2004) as follows.
Sample size (n)=
 Where ‘n’ is the sample size, ‘N’ is the population size, and ‘e’ is the level
of precision. The researcher assumed 95% confidence level and 0.05 level
of error.
Sample= n=175.71, Approximately 176
 As per the formula, the researcher took 176 teachers from these selected
schools, using systematic random sampling methods
 For interview, 24 individuals were selected, that was, 7 principals, 7 vice
principals, and 10 teachers (7 males and 3 females), based on their
information richness and experience to give sufficient data.

3.7 Methods of Data collection
Questionnaire
 Questionnaire was used to collect data about marital status, educational level, age,
gender organization and the history of participation in politics were used as a
background data.
 Besides, the teachers’ performance evaluation results of the last semester and/or year,
their passion in instructional process, general school performance and the status of
implementation of transformational leadership were measured by the questionnaire
composed of likert scale items and few additional open ended items.
Interview
 The second important data gathering method in this study was interview with key
informants, principals, vices and selected teachers.

3.8 Methods of Data Analysis
 To examine what the status of transformational leadership in Gamo Zone looks
like, the data gathered through interview and open ended items in the
questionnaire were analyzed using theming and quoting.
 To investigate whether there is significant mean difference in terms of
implementation of transformational leadership among the wordas of Gamo zone
secondary schools in, one way ANOVA was used.
 To find out whether the implementation of transformational leadership
significantly correlated with effectiveness of secondary schools, Pearson
product moment correlation coefficient was used.

RESULTS AND DISCUSSION
4.3 The practices of transformational leadership in Gamo Zone
As to the responses of interview and open ended items in the questionnaire, the
practice of transformational leadership in the study area was characterized by the
following themes
4.3.1 Low idealized influence
 As to the response from both teachers and principals participated in the semi-
structured interview, the four elements of transformational leadership were not
equally being implemented within the secondary schools of Gamo Zone.
 They have underscored that among the practices of transformational
leadership, idealized influence was not been practiced by the principals. As to
the response from teachers, their respective principals fail to carry out tasks in
accordance with the vision and mission; fail to remind staffs to respect each
other with fellow staffs, do not instill a high commitment to the staff towards
the vision of the study program; and do not work to reduce penalty towards
any mistakes as a professional effort, many of which were the characteristics
of the idealized influence.
 Further, samples of responses from many of teacher respondents indicate that
there is no such practice of transformational leadership in some schools.

4.3.2 Better practices on inspirational motivation
 As per the respondents, relatively better practiced element of transformational
leadership was inspirational motivation. Respondents from the three of woredas
included in this study indicated that the principals have not problems with
regard to giving recognition for the works of staff in the form of personal praise,
giving enthusiasm to staffs to carry out their tasks properly, encouraging staff to
work hard professionally, and encouraging staff to practice new approaches in
implementing teaching and learning activities.
 Moreover, the respondents have indicated that the many of the tasks staffs
perform is followed by recognition, support and appreciation by the
leader/principal, which are typical indicators of inspirational motivation.

 The result indicates that teachers’ latest efficiency was significantly positively
correlated with practicing of transformational leadership in the school
(r=0 .578**
, P < 0.01).
 The result also has shown that general school performance was significantly
positively correlated with practicing of transformational leadership in the
school (r=0 .686**
, P < 0.01), and practicing of transformational leadership in
the school was again significantly positively correlated with teachers’ passion
(r=0 .641*
, P < 0.01).
 Similarly, the result indicated that students’ average score of latest semester was
significantly positively correlated with practicing of transformational leadership
in the school (r=0 .559**
, P < 0.01).
 Nonetheless, the result has shown that practicing of transformational leadership
is failed to have significant correlation with latest school ranking in cluster
(r=0 .002, P >0.05).

SUMMARY, CONCLUSION AND RECOMMENDATION
Conclusions
Based on the findings above in the preceding sections, the researcher stated the conclusive
remarks as follows.
 The four elements of transformational leadership were not equally being implemented
within the secondary schools.
 It is inferred from the responses that the idealized influence, as one manifestations of
transformational leadership, was least practiced, whereas, very few indicators of
inspirational motivation were there.
 The result of one way ANOVA indicated that there is no woreda-based difference in
practices of transformational leadership in secondary schools in the area, which shows us
that the practices of transformational leadership was slightly alike in secondary schools.
 The result also indicated that practicing of transformational leadership was significantly
positively correlated with teachers’ latest efficiency, with general school performance,
with teachers’ passion to run their academic tasks, and with average score of students
taught by teachers led by transformational leaders.
 Nonetheless, the result has shown that practicing of transformational leadership is failed
to have significant correlation with latest school ranking in its cluster.

Recommendations and future directions
 The result indicated that teachers passion was highly positively correlated with
the practices of transformational leadership in schools. It is clear that a
passionate teacher who takes the instructional process as enjoying by itself,
ahead of other things, can enhance students achievement. Hence, the researcher
recommends that ahead of the pre-service trainings on leadership, nearby
public universities need to render community service on the transformational
leadership.
 In this study, the practicing of transformational leadership was significantly
positively related to students’ scores. Currently, the issue of students’ score
become agenda of many stakeholders following the shocking result of national
exam last year. Hence, the researcher suggests that woreda education offices
should give due consideration for teachers’ capability to exercise
transformational leadership before assigning them to schools.

 The current study also indicated that general school performance, as perceived by the
respondents, was found to be significantly related to the practicing of transformational
leadership. Hence, it is essential for the school principals to shift their leadership styles
more to the transformational one in order to enhance their own schools’ performance.
 The result indicated that there is low practice of transformational leadership in schools
under study. since, it is obvious that almost all of the schools included in the current
study have been undergone through leadership related courses in universities, it raises
the issue of content relevance to the situations of schools in the study area as well as the
community in general. Hence, the researcher suggests that the experts in universities
need to check the suitability of the curriculum to the situation of community. Moreover,
the chapters and contents covered by leadership must be checked for adequacy of
contents related to transformational leadership.
 The researcher also recommends further study in this area because investigating the
impact of transformational leadership on various aspects of schools, such as teachers’
retention, job satisfaction, professional development as well as, its effect on creating
conducive school climate can enhance our understanding of its role. Further, the
researcher also suggests inclusion of primary schools in the study is vital, which was not
evident in the current study due to budget and time constraints.

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