Effectiveness of Principals instructional Leadership in Government Secondary Schools of North Shoa Zone Oromia Regional State
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Date
2018-06
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Addis Ababa University
Abstract
The purpose of this study was to explore the status of effectiveness of principals instructional Leadership in government secondary schools of North Shoa zone Oromia regional state of Ethiopia. More specifically, the study deals with examining the extent of principals’ effectiveness on instructional leadership practices; investigating the dimensions of instructional leadership practices in which principals are effective; and identify the major factors that influence instructional leadership effectiveness of principals in secondary schools of north Shoa Zone Oromia Regional state. The major sources of data were teachers, principals, School Board, PTSA members, Student Councils, and Officials from woreda Education Office. The selection of sample teacher respondents was carried out using simple random sampling technique. The remaining respondents were selected as a sample considering the relevancy of their position to principals’ instructional leadership effective using purposive sampling technique. The data were collected through a questionnaire, interview, FGD and document analysis. Then the collected data were processed through SPSS-V20 software; and analyzed using descriptive statistic. Additionally, coefficient of correlation, t-test was also used to measure the relationship of teachers and other respondents to some variables of the study. The results of the study showed that, Principals are less effective in instructional leadership practices. Particularly they were weak in using technology and multiple sources of data to improve classroom instruction; facilitating the development of a school vision and providing staff with professional development. The instructional leadership effectiveness of principals was affected by inappropriate selection and assignment of such as school leadership; absences of recognition and incentive for best performances; lack of principals professional competency in instructional leadership; and shortage of resources and facilities required for instructional processes of the schools. Then, based on major findings of the study it is concluded that, principals’ lead instructional activities of the school without having competency in educational leadership practices. So, they were assigned simply to fill the leadership position; ignoring the issue of professionalism, democratization and school improvement programs. Finally, based on the findings of the study and conclusions drawn, recommendations were forwarded to improve principals’ instructional leadership effectiveness; providing training for current principals on the concepts and practices of instructional leadership; assigning principals qualified in Educational Leadership on merit basis; mobilizing resources required for success of the instruction; and facilitating annual forums and experience sharing programs among school leaders.
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structional Leadership in Government