The Roles and Practices of School Principals As Instructional Leaders in Government Secondary Schools of Assosa Zone in Benishangu Gumuz Regional State

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Addis Ababa University


The purpose of this study was to assess the roles and practices of school principals as instructional leaders in government secondary schools of Assosa Zone of Benishangul Gumuz regional state. A descriptive survey design was employed in this study. The size of sample taken was 92 teachers, 10 principals, 20 Members of PTA and 6 school cluster supervisors were included in the study making a total sample size of 128 by using simple random for teachers and availability sampling techniques for principals. Questionnaires, semi structured interview and documents were used to collect data. 102 questionnaires were properly filled and analyzed using both descriptive and inferential statistical techniques: frequencies, percentages, one sample ttest and independent sample t-test. In addition to this, the data gathered through open ended questionnaire, semi-structured interview and documents were analyzed qualitatively. With regards to the result, one sample t-test showed that school principals were not effective in encouraging and motivating staff, creating conducive environment for teaching learning process, promoting professional development, observing and evaluating classroom instruction. Contrary to these, school principals were effective in monitoring students’ progress, group development and school curriculum implementation, evaluation and improvement. Moreover, Independent ttest results showed that significant mean differences were not found between teachers’ and principals’ in implementing instructional leadership roles. Both the quantitative and qualitative results indicated although school principals were effective in implementing some of their instructional leadership roles still they have faced serious problems to implement all of their roles. Therefore, it is possible to conclude that although school principals were qualified they were not able to fully exercise their instructional leadership roles to improve the performance of their schools. To alleviate the problem of the implementation of instructional leadership, the selection and assignment of school principals should be based on the criteria set by Ministry of education. In addition, it is recommended that educational leadership and management training should be given for school principals to improve their instructional leadership capacities. Moreover, it needs to provide training professional development training, delegate responsibility and supply adequate resources to implement it.



Roles and Practices of School Principals