Instructional leadership effectiveness of secondary school principals and its challenges in mekkele town of tigray region

Abstract

The purpose of this study was to assess the current status of instructional leadership effectiveness and to investigate some major factors that affect its effectiveness in secondary schools of Mekelle town, Tigray Region.It examined the view of teachers, department heads, PTA members, principals and assistant principals on the role of secondary school principals as instructional leaders in the areas of creating conducive climate, motivation of teachers, supervision, implementation and improvement of curriculum and delegation of principal responsibilities in the study area. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research. The study was carried out in proportional allocation to give equal chance for all Schools of the town and followed by lottery method to select five (55%) secondary schools ofMekelle town. Then, 174 teachers were selected using simple random sampling techniques. 5 principals, 10 vice principals, 45 department and 25 PTA members were included in the study by using censusto collect large data. Questionnaire was the main instrument of data collection. Interview and group discussion were also utilized to triangulate the data collected through the questionnaire. Percentage and ANOVA was employed to analyze the quantitative data, while qualitative data which was obtained through open ended questions, interview and group discussion were analyzed using narration. The results of the study revealed that, the effectiveness of principals in the areas of motivating teachers, creating conducive climate, implementing and improving curriculum were below average. On the other hand, the role of the school principals in the areas of school based supervision and delegation was moderately effective. For instance, in motivating teachers, principals were weak in recommending teachers, recognizing their contribution, encouraging them to use innovative teaching methods and in recognizing the good teaching performance of teachers. In creating conducive climate, principals were also not effective in creating good climate for collaboration, for problem solving, in listening teachers’ idea, in assisting teachers and giving them advices. Regarding curriculum, principals were also weak in checking and evaluating the school curriculum regularly, in coordinating teachers, students and parents to comment on the existing curriculum, in checking supply of adequate materials for curriculum implementation and in encouraging teachers to comment and improve curriculum. Regarding personal qualities and skills, principals do not have much qualities and skills. Availability of qualified teachers, work load to principals, population size of students, imposing of too much guidance and order from higher authorities, overlapping of authority, confusion of tasks, political interference in the schools by the government and conflict with some teachers are some of the challenges that face the school principals. Finally, recommendations were drawn based on the findings. Continuous training for principals, knowledgeable teachers should be assigned and no political interference in the schools were some of the recommendations forwarded Moreover, suggestions were forwarded to alleviate/solve the factors that hinder the practices of school principals in the schools.