Abstract:
The objective of this study is to investigate the instructional leadership practice and teacher job Satisfaction in Jimma Zone, specifically the study aims to describe the instructional leaders and leadership practice to investigate whether there is a relationship between instructional leadership practice and teacher job satisfaction. This study is quantitative in nature and questionnaire was used to collect data from school leader and teachers in 16 secondary schools in Jimma zone. The sample was, teachers, 133, principal16, v/principal,19,suppervisors,5unit leader15 and 35 head teacher were included using census sampling technique and 163 male 55 female a total of sampling 218 teachers of the sample secondary school were included using sampling random technique. Document analyses were used for the purpose of collecting relevant data. Data obtained questioners were analyzed using statistical tools like mean average mean, standard deviation and t-test. Moreover data gathered through document were considered to complement the questioners in narrative form. The finding study showed reveals that all the variables (independent and dependent) are positively and strongly use with each other. This study revealed communicate the school goals that the teachers and leaders effective communication on goals of school is as important as is developing the goal and the major factors that were affecting school leaders and teachers in practicing instructional leadership in school were luck of instructional materials, unable to use instructional materials, poor communication, luck of training, luck of courage and commitment, interference and luck of cooperation among based on the findings. It was concluded that: school were to some extent incapable of enhancing professional skill development and improving the quality of education. The stated vision and defined in the school did not command the ownership of its potential stakeholders since it was not supported potential stakeholders. There were statically significant relationships between school leaders and teachers instructional leadership practice on the dependent variable teacher job satisfaction. Instructional leaders proses the required skill, knowledge and attitude through training. In line with the above findings and solution it was recommended that: to equip instructional leader ship practice with necessary knowledge attitude and the zone woreda education official and schools may arrange workshop, seminars and short training Jimma zone education office in collaboration with woreda education office needs to define the principals and woreda education heads and experts instructional leadership practice duties in terms of the dimensions in instructional leadership in which from these three dimension come ten instructional leadership roles
