Instructional Leadership Effectiveness of Governmental Secondary School Principal in Akaki Kality Sub-City
| dc.contributor.advisor | Tola, Teshome (PhD) | |
| dc.contributor.author | Demissie, Belay | |
| dc.date.accessioned | 2019-03-14T08:16:41Z | |
| dc.date.accessioned | 2023-11-05T08:55:14Z | |
| dc.date.available | 2019-03-14T08:16:41Z | |
| dc.date.available | 2023-11-05T08:55:14Z | |
| dc.date.issued | 2017-06 | |
| dc.description.abstract | The purpose of this study was to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in secondary school of Akaki Kality’s sub city. Leader’s engagement in defining mission, managing curriculum and instruction, supervising instruction, monitoring student progress, promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held such as, personal characteristics, organization characteristics and district/zone administrative characteristics were treated as influencing factors./ the study was conducted in 2 secondary schools selected from 5 by using purposive 8 school leaders, and 56 teachers were used as the subjects of the study to obtain the necessary data. Questionnaire, unstructured interview and focus group discussion were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage and data obtained through interview and focus group discussion were analyzed qualitatively through descriptive narration or theoretical presentation for the purpose of triangulation. Findings from the data analysis revealed that most school leaders are not effective neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department and unit leader as a leader and number of organizational characteristics, availability of instructional resource.In general School principals of Akaki kaliy sub-city are ineffective in many counts (supervisory support, professional support, community relation, curriculum development and etc…) to facilitate teaching and learning. This also showed that since principals’ effort to facilitate teaching and learning was low in many counts, learners are not effectively learning and teachers are not effectively teaching to improve the student achievement and the school as whole. Addis Ababa city administration education Bureau in collaboration with Woreda education office and sub city should define the instructional leadership roles of leaders clearly in terms of the five dimensions, provide trainings in the area revise and improve the selection and appointment criteria of leadership positions reduce and improve the organizational and district factors debilitating instructional leadership role of the leader. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/16774 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Instructional Leadership Effectiveness | en_US |
| dc.title | Instructional Leadership Effectiveness of Governmental Secondary School Principal in Akaki Kality Sub-City | en_US |
| dc.type | Thesis | en_US |