Principals’ Instructional Leadership Practices In Government Secondary Schools Of Ilu Aba Bor Zone

Abstract

The purpose of this study was to assess principals’ instructional leadership practices in government secondary schools of Ilu Aba Bor Zone. An embedded mixed research design was employed. About 142 teachers,71 department heads, 20 unit leaders selected by simple random sampling; 16 principals and 8 supervisors selected by purposive sampling participated in the study. The data was collected by using questionnaire and interview. Quantitative data were presented in tables and analyzed using frequency, percentage, mean, standard deviations and t test while qualitative data were narrated textually analyzed. The findings revealed that there is weak trends of framing school mission and vision (M = 2.7 SD = 0.79), school principals poorly lead supervision activities (M = 2.61, SD = 0.81); there is low level of managing curriculum (M= 2.69, SD =0.91) and there is moderate level of promoting conducive school climate (M = 3.18, SD = 0.92). Qualitative findings support quantitative part except promoting school climate. Skill and knowledge of school leaders, lack of cooperation and commitment from school community, and lack of resource is the major barrier behind ineffective instruction leadership in secondary schools of Ilu Aba Bor Zone. It was concluded that school vision and mission has been the forgotten element; principals are not exercising classroom supervision, poorly managing curriculum and instruction and their tendency lies towards administrative issues. It was recommended that secondary school principals are advised to design participatory school goal, make short and long term plan in managing instruction, parent teachers association together with Woreda education and training board are advised to strongly work in resource mobilization, Woreda education officers are advised to monitor school principals to focus on instructional leadership than balance shift to administrative issues, MoE should identify gaps in school facility and fulfill areas of shortage like text books, laboratory technicians and those expected from secondary school.