Principals` Instructional Leadership Effectiveness In Government Secondary Schools Of Kaffa Zone, Southwest Ethiopian Regional State

Abstract

This study is aimed at assessing the practices of school principals’ instructional leadership effectiveness in kaffa zone government secondary schools. The study employed mixed research strategy of qualitative and quantitative research approaches with descriptive survey design. Data were collected from both primary and secondary data sources using questionnaires, interviews and document analysis. The study found that, school principals’ effectiveness in encouraging and motivating staff to participate in instructional issues(M=2.824), which is found to be ineffective which shows principals gap in engaging teachers in instructional issues. Moreover, the school principals' practices in promoting teachers’ professional development in kaffa zone government secondary school (M=2.514), which is found to be moderate level. School principals' practices in monitoring students’ progress in kaffa zone government secondary schools (M=3.26), which is found to be moderately practiced. The extent of instructional principal s' performance in government secondary schools of Kaffa Zone (M=3.152), which is found to be not effective in the instructional leadership dimension. Among the factors that hinders the practices of instructional leadership kaffa zone government secondary schools the following are the most one; insufficiency of continuous and active delivery of competence and professional trainings, school principals always rely on noninstructional activities rather than instructional tasks, stakeholders do not offer effective guidance and support, as well as officials doesn’t provided recognition and rewards for best performance in kaffa zone government secondary schools. Then, based on major findings of the study it is concluded that, principals’ lead instructional activities of the school without having competency in educational leadership practices. So, they were assigned simply to fill the leadership position; ignoring the issue of professionalism, democratization and school improvement programs. Finally, based on the findings of the study and conclusions, the study recommended that school principals and woreda education office need to give attentions and support on instructional issues, principals should sometimes delegate some of his/her tasks to other staffs. Additionally, school principals and Cluster supervisors need to officially deliver trainings and workshops for all staffs to instructional performance. In writing the school mission and vision, school principals need to start consult students, parents, teachers, staff and any other members of the school community with insights to offer.