Abstract

The study aimed to assess the commitment levels of school leaders in the Sidama Regional State context with respect to enhancing the academic performance of secondary school students. Employing a concurrent embedded design, the research involved 163 teachers and 72 leaders selected from secondary schools using simple random and five supervisors through purposive sampling methods. The validity of data collection instruments was ensured by expert reviewers, and the reliability was checked through pilot testing (Cronbach alpha value = .827). Data collection utilized questionnaires, semi-structured interviews, and document analysis. One-sample t-tests analyzed questionnaire data, while thematic analysis provided insight into qualitative data. Results indicated that school principals show a moderate level of affective commitment to their roles and have better alternatives; they would consider leaving their positions, highlighting the crucial role of leadership commitment in improving students’ academic success and achieving school objectives. Additionally, the study identified challenges faced by principals, including inadequate resources, workload, external interference, limited experience, and low compensation, hindering their motivation to demonstrate the expected commitment levels. Consequently, the study suggests government intervention by providing sufficient financial resources, minimizing external interference, and implementing attractive incentive strategies to increase school leaders’ commitment toward enhancing students’ academic performance.