Abstract:
The major objective of this study was to assess practice and problems of instructional leadership
and identify problems in secondary schools of Jimma zone. To realize the objective of the study,
descriptive research design was employed. Both quantitative and qualitative methods were used.
The total population of this study comprised of 800 teachers out of which 160 (110 male and 50
females) selected as samples. The sample constituted 92 teachers, 40 department heads, 8 vice
principals, 8 principals, 5 cluster supervisors and 5 WoredaEducation Office leaders. The data
collected were analyzed using percentage, mean and standard deviation.Basedon these and
other findingsof this study, it could, generally be concluded that there is poor instructional
leadership practices in secondary schools of Jimma zone. Therefore, , in order for instructional
leadership practices to be improved in secondary schools of Jimma zone, there is a need that all
concerned bodies ensure the involvement of school instructional leaders in performing the five
major functions of instructional leadership, it is also advisable that school instructional leaders
be purposeful, visionary and develop value that focus on learning, it is advisable that
instructional leaders act with the necessary commitment to realize the school vision which
reflects the hopes, needs and interests of all who have stake in the school, it is advisable that
instructional leaders properly and continuously communicate their schools’ vision and missions
and ensure are understood, instructional leaders are strongly advised to continuously supervise
as well as monitor instructional activities face-to-face with the intention to improve instruction,
not merely for the purpose of teachers’ performance appraisal, the cluster-school supervisors
and Woreda Education officials are advised to arrange the educational tours at cluster school
level or to schools out of own cluster within a Woreda or to schools in other woredas to learn
from the instructional leadership practices of those who relatively best performed and provide
adequate, constructive and clear information to relevant stakeholders on school instructional
leadership practices at the appropriate time
