Abstract:
The main purpose of this study was to investigate the practice and challenges of instructional
leadership in governmental secondary school of west Omo zone. The study employed descriptive
survey research design with both quantitative and qualitative Approaches. Stratify random
sampling technique was used to select sample Districts of west Omo zone. There are 10 Districts
and 11 secondary schools in west Omo zone. For this study 8 secondary schools were selected
through multistage sampling (i.e. stratified sampling approach with simple random sampling
techniques). From 8 selected secondary schools 134 teachers selected by random sample, while
32 department head teachers, 8 principals’ 8 vice principals and 8 supervisors, were selected
purposely. Questionnaires and semi-structured interviews questions were used as primary data
gathering tools. The questionnaires were administered to 136 teachers and 32 department head
teachers while 134 were properly filled and returned. Then, the information gathered through a
closed-ended questionnaire was analyzed using percentage, frequency, and mean score while the
data gathered through interview were narrated qualitatively. Instructional leadership practice
in secondary schools of West Omo zone was medium, leaders ship practice to promote
instructional leadership was low, leadership skill gap, knowledge of conceptual leadership
practice, attitude gap for instructional leadership and leaders ship practice to promote
instructional leadership was low, leadership skill gap, knowledge of conceptual practice, and
attitude gap for instructional leadership were major challenges that affect the effectiveness of
instructional leadership practices in West Omo zone secondary. Framing school goals and
communicate with all stakeholders, assigning principals based on their work performance,
organizing professional skill development opportunities for all staff to make active in instruction,
participating school communities in different school affairs by involving them to develop the
school learning climate and focusing on schools instructional practice are needed to insure
Instructional leadership practice in the study area.
