Abstract:
This study is aimed at assessing the practices of school principals’ instructional leadership
effectiveness in kaffa zone government secondary schools. The study employed mixed research
strategy of qualitative and quantitative research approaches with descriptive survey design.
Data were collected from both primary and secondary data sources using questionnaires,
interviews and document analysis. The study found that, school principals’ effectiveness in
encouraging and motivating staff to participate in instructional issues(M=2.824), which is
found to be ineffective which shows principals gap in engaging teachers in instructional issues.
Moreover, the school principals' practices in promoting teachers’ professional development in
kaffa zone government secondary school (M=2.514), which is found to be moderate level.
School principals' practices in monitoring students’ progress in kaffa zone government
secondary schools (M=3.26), which is found to be moderately practiced. The extent of
instructional principal s' performance in government secondary schools of Kaffa Zone
(M=3.152), which is found to be not effective in the instructional leadership dimension. Among
the factors that hinders the practices of instructional leadership kaffa zone government
secondary schools the following are the most one; insufficiency of continuous and active
delivery of competence and professional trainings, school principals always rely on noninstructional activities rather than instructional tasks, stakeholders do not offer effective
guidance and support, as well as officials doesn’t provided recognition and rewards for best
performance in kaffa zone government secondary schools. Then, based on major findings of
the study it is concluded that, principals’ lead instructional activities of the school
without having competency in educational leadership practices. So, they were assigned simply
to fill the leadership position; ignoring the issue of professionalism, democratization and
school improvement programs. Finally, based on the findings of the study and conclusions, the
study recommended that school principals and woreda education office need to give attentions
and support on instructional issues, principals should sometimes delegate some of his/her tasks to
other staffs. Additionally, school principals and Cluster supervisors need to officially deliver
trainings and workshops for all staffs to instructional performance. In writing the school mission
and vision, school principals need to start consult students, parents, teachers, staff and any other
members of the school community with insights to offer.
