Browsing by Author "Tewodros Birhanu"

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    Instructional Leadership Effectiveness in Government Primary Schools of Kolfe Keraniyo Subcity in Addis Ababa
    (Addis Ababa University, 2025-06) Tewodros Birhanu; Demoze Degefa (PhD)
    This study investigates the effectiveness of instructional leadership in government primary schools of Kolfe Keraniyo Sub-City, Addis Ababa, Ethiopia. The study focuses on assessing the extent to which school principals demonstrate instructional leadership, evaluating the effectiveness of their practices, and identifying challenges affecting implementation. The target population included principals, instructional supervisors, and teachers from all government primary schools in the sub-city. A total of 232 respondents comprising 10 principals, 5 instructional supervisors, and 217 teachers were included in the study. A mixed-methods research design was employed, combining quantitative data collected through structured questionnaires administered to 199 teachers with qualitative data obtained via interviews with principals . Quantitative data were analyzed using descriptive statistics, including means and standard deviations, while qualitative responses were examined through thematic analysis to provide a deeper understanding of instructional leadership practices.Findings indicate that principals exhibit moderate levels of instructional leadership, particularly in monitoring student progress, communicating school vision and mission, and fostering a positive learning climate. Nevertheless, principals face challenges such as heavy administrative workloads, limited professional development opportunities, inadequate teaching and learning resources, and insufficient collaborative structures, which hinder effective instructional leadership. Teachers emphasized the need for more consistent classroom supervision, constructive feedback, and opportunities for joint curriculum and pedagogical planning.Based on these findings, it is recommended that principals allocate more time to classroom observation, feedback, and coaching, engage in continuous and needs-based professional development, and foster collaborative professional learning communities. At the policy level, the Sub-City Education Office should reduce administrative burdens, provide clear guidelines on instructional leadership responsibilities, and implement incentive mechanisms to recognize exemplary leadership. This study contributes to knowledge on instructional leadership in Ethiopia and provides practical insights for school leaders, policymakers, and researchers seeking to enhance teaching quality and student learning outcomes