Practice and Challenges of Instructional Leadership in Government Secondary Schools in Jimma Zone Oromia National Regional State, Ethiopia.

Abstract

The purpose of this study was to identify the level of Practices and Challenges of Instructional Leadership in Government Secondary Schools in Jimma Zone Oromia's national regional state. To conduct this study mixed method was employed with triangulation purposes. For data collection 70 teachers were selected by using systematic sampling techniques, and 24 school leaders were selected by using availability sampling techniques. There were 94 participants in respondents out of 408 populations. The data-gathering tools were principal instructional management rating scales questionnaires, and interviews. Both primary and secondary sources of data were used for the research. Quantitative data was analyzed by SPSS version 26 through descriptive statistics such as mean, standard deviation, and inferential statistics. Qualitative data was analyzed through narration. The findings of the study indicated that defining school goals, communicating school goals, coordinating curriculum, supervising& evaluating classrooms, monitoring student progress, promoting professional development, protecting instructional time, maintaining high visibility, providing incentives for teachers, and providing incentive for learning were moderately practiced.The study also identify the major challenges of instructional leadership .Such as, Lack of human resource ,absenteeism of students, Lack of financial resources, Lack of skill and training, Inconsistent monitoring and evaluation, Lack of cooperation from superiors and community, Lack of motivation of teachers and students, sociopolitical factors were affected instractinal leadership practice.Therefore, all stakeholders should be make effective instructional leadership may be beter to improve the teaching and learning process in secondary schools of Jimma Zone.