Abstract:
The purpose of this research was to investigate the relationship between instructional leadership practice and teacher commitment in secondary schools of Gurage zone. Correlation research design was used in the research. The study focused on Gurage zone specifically, Cheha, Gumer, Geto, Ezha woreda, and Emdiber town administration using simple random sampling techniques, The population comprised of 161 respondents teachers working at secondary school located in Gurage zone. 161 respondents were selected by using simple random sampling techniques (lottery methods). Questionnaire data was gathered by 152 respondents (department head, vice-principals, unite leader supervisors and teachers Data was collected by interviewing school principals. Both quantitative and qualitative data analysis were pursued the study. Collected data were analyzed by using percentage, tables, Pearson correlation, and multiple linear regressions carried out to draw meaning full interpretation from the study of instructional leadership practice and teacher commitment. The study found out a positive and significant influence of Setting the School Vision and Developing School Mission on teacher’s commitment with a(sig=0.000). Findings revealed Promoting Positive School Climate and teachers commitment were statistically significant at(sig=0.000). There were a high level and positive correlation between setting the school vision and developing school mission and promoting a positive school climate with the perception of teachers concerning teacher’s commitment. Recommendations of the study were; concerning setting the school vision and developing school mission the study recommends that school principals communicate school vision to all stakeholders, should give high emphasis on student learning, and evaluate the going achievements of the students learning. Teachers rewarded well to motivate them to enhance commitment. This makes an effort to increase the commitment of school leaders by working with leadership training and rewarding teachers whose students achieve betters in a subject.
