Abstract:
The study was to assess the roles and practices of school principals as instructional leaders in secondary schools of Illubabor Oromia national regional state. A descriptive survey design and qualitative and quantitative methods were employed in this study. Data were collected from 146 teachers, 9 principals and 9 vice principals, 22 Members of PTSA, 6 experts of woreda education offices and 6 school cluster supervisors by using lottery simple random sampling techniques for teachers and purposive sampling techniques for other groups of respondents. Questionnaires, semi structured interview and document review were used to collect data. The data were analyzed using both descriptive and inferential statistical techniques: i.e., frequencies, percentages and one sample t - test. In addition the data gathered through open ended questionnaire, semi-structured interview and documents were analyzed qualitatively. Based on the analysis of the data it was found that school principals were not effective in encouraging and motivating staff, creating conducive environment for teaching learning process, promoting professional development, observing and evaluating classroom instruction. Contrary to these, it was identified that school principals were effective in monitoring students’ progress, group development and curriculum implementation, evaluation and improvement. Moreover, the results showed that there was no statistically significant mean differences were not found between teachers’ and principals’ in implementing instructional leadership roles. Both the quantitative and qualitative results indicated that although school principals were effective in implementing some of their instructional leadership roles, they had faced serious problems to implement all of their roles. Therefore, it is possible to conclude that, although school principals were qualified, they were not able to fully exercise their instructional leadership roles to improve the performance of their schools. Hence, it is recommended that educational leadership and management training be given for school principals to improve their instructional leadership capacities. Moreover, there is need to provide professional development training, delegate responsibility and supply adequate resources to property implement instructional leadership.
