Practice and Problems of Instructional Leadership in Secondary Schools Jimma Zone

Abstract

The major objective of this study was to assess practice and problems of instructional leadership and identify problems in secondary schools of Jimma zone. To realize the objective of the study, descriptive research design was employed. Both quantitative and qualitative methods were used. The total population of this study comprised of 800 teachers out of which 160 (110 male and 50 females) selected as samples. The sample constituted 92 teachers, 40 department heads, 8 vice principals, 8 principals, 5 cluster supervisors and 5 WoredaEducation Office leaders. The data collected were analyzed using percentage, mean and standard deviation.Basedon these and other findingsof this study, it could, generally be concluded that there is poor instructional leadership practices in secondary schools of Jimma zone. Therefore, , in order for instructional leadership practices to be improved in secondary schools of Jimma zone, there is a need that all concerned bodies ensure the involvement of school instructional leaders in performing the five major functions of instructional leadership, it is also advisable that school instructional leaders be purposeful, visionary and develop value that focus on learning, it is advisable that instructional leaders act with the necessary commitment to realize the school vision which reflects the hopes, needs and interests of all who have stake in the school, it is advisable that instructional leaders properly and continuously communicate their schools’ vision and missions and ensure are understood, instructional leaders are strongly advised to continuously supervise as well as monitor instructional activities face-to-face with the intention to improve instruction, not merely for the purpose of teachers’ performance appraisal, the cluster-school supervisors and Woreda Education officials are advised to arrange the educational tours at cluster school level or to schools out of own cluster within a Woreda or to schools in other woredas to learn from the instructional leadership practices of those who relatively best performed and provide adequate, constructive and clear information to relevant stakeholders on school instructional leadership practices at the appropriate time