Practices And Challenges Of Instructional Leadership In West Omo Zone Government Secondary Schools

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.