The role and practice of secondary school principals as an instructional leader: the case of kamashi zone secondary schools

Abstract

The main purpose of this study was to assess the role and practices of secondary school principals as an instructional leader. To accomplish this purpose, descriptive survey design was used which is supplemented by qualitative research to enrich data. The study was carried out in seven randomly selected secondary schools of Kamashi zone. Then all 93 teachers in the sample schools included using census method. All 7unit leaders, 7 principals, 5 Cluster supervisors 7 Parent Teacher Associations, 5 Woreda supervisors were also involved in the study for interviewing through census and purposive sampling techniques respectively. Questionnaire was the main instrument of data collection. Document analysis & interview were also utilized to substantiate the data obtained through the questionnaire. Frequency distributions & percentage were employed in analyzing and reporting the results. Qualitative data obtained through document analysis & interview was analyzed using narration. Findings revealed that Kamashi zone secondary school principals did not successfully implemented the eight major instructional leadership roles under the study. Accordingly, principals have shown weak performance in defining & communicate school mission; managing curriculum& instruction; instructional supervision; instructional learning climate; monitoring student progress; and promote teachers professional growth etc..The major factors that affected the roles of the school principals are lack of leadership and management skills, insufficient experience in principal ship, workload, less parental involvement and lack of support from WEO, ZED, and REB. Finally based on the findings and conclusions of the study recommendations forwarded that WED, ZED and REB should regularly attend trainings organized by colleges, universities and professional bodies for principals to acquire more knowledge about their role as instructional leaders and principals should committed and competent to implement properly their roles as instructional leaders.