Journal of Positive School Psychology http://journalppw.com 2022, Vol. 6, No. 6, 10769-10783 The Effect Of Solar Energy Technology In Quality Education Development In Wolaita Zone Administration Mulatu Dea Lerra Wolaita Sodo University, College of Education and Behavioral Studies, Department of Educational Planning and Management, Email: mulatu.dea@wsu.edu.et, mulatudea83@yahoo.com Abstract This study aimed to investigate the effect of solar energy on quality education development in sampled school of Wolaita Zone Administration. Cross sectional descriptive statistics was instrumental as design of the research that is total quantitative approach. 120 Sample participants were selected to fill the survey questioners. Inferential statistics were the major part of analysis like ANOVA, Regression and Principal component analysis. The findings showed that independent variables were highly correlated with dependent variable at 0.005 level of significant level. Regression analysis of independent and dependent variables show R 2 = 0.783. This means that 78% of the variance in quality education development is due to solar energy electrification. It indicated that solar energy service qualities are an important dimension of the social context in improving quality education and academic achievement of students in schools. It was concluded that, the federal and well as regional state officials should exert more commitment for the expansion of solar energy at rural schools level who are not able to get sufficient electrification. Introduction Even though large-scale electricity networks have existed for more than a century, and hundreds of millions of people have received reliable and affordable access to electricity over the past few decades, many primary and secondary schools have no electricity whatsoever. About 90 percent of children in Sub- Saharan Africa go to primary schools that lack electricity, 27 percent of village schools in India lack electricity access, and fewer than half of Peruvian schools are electrified. Collectively, 188 million children attend schools not connected to any type of electricity supply. Put another way, almost one child out of every three goes to a school that lacks electricity. The other challenges are technical and economic, such as the high upfront cost of a grid connection or the expense of purchasing renewable energy technologies. As can be seen above, lack of electrification at primary and secondary schools therefore creates considerable obstacles towards escaping poverty, and correlates with many factors that contribute directly towards it. Rural electrification programs have focused on connecting villages incrementally to the existing network, typically reaching schools in order of the least expensive. More than 1.7 billion people have been added to national electricity networks worldwide in the last two decades. “Well-planned, carefully targeted, and effectively implemented rural electrification programs provide enormous benefits to rural people as energy expert, Barnes has stated.” However, despite this progress, efforts to electrify schools have lagged behind, and left millions of children in the dark. A 2008 survey undertaken in 11 countries of 7,600 schools spread across Latin America, Asia and East Africa including Ethiopia noted that in general