Instructional Leadership Practices and Challenges in Government Primary Schools of Woreda Five in Arada Sub City
No Thumbnail Available
Date
2014-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The purpose of the study was to identify the instructional leadership practices and challenges in
government primary schools “woreda five”. Concept of instructional leadership in the study
emphasized on collegial classroom observations and specifically focuses on support, guidance,
and encouragement of reflective teaching. Leadership for instruction emerges from both the
principal and the teachers. In this thesis, lead teachers, the assigned cluster supervisor and
principals are part and parcel of the instructional leadership of schools, since they all are
needed to involve in providing support for novice collaboratively at various level. Current trends
appear to indicate that there is a quality challenge still left unsolved in primary education of the
Woreda, Often the instructional leadership (supervision) implement identical supervisory
approach for all teachers’ despites the fact that some approaches are suited to a particular
situation. The study strived to answer the extent of instructional leadership involved in
supervision, in providing supervisory support at different level of experience, and the challenges.
Total population of the study was 180. A descriptive survey research with both probability and
non-probability sampling methods were employed. 90 respondents for the questionnaire and 31
respondents for the semi-structured interview questions were selected. The sample was drawn
from all groups of staff members the beginners, proper and lead teachers. Standard
questionnaire and open ended questions, and interviews with varied group of respondents were
employed for data collection. Frequency, percentage and mean were used for data analysis and
interpretation. The analysis made on the bases of six factors, that are observation and
evaluation, encouragement, development of instructional programs, resource allocation,
development of learning climate and differentiated teachers supervision (instructional
leadership). As a result of the findings of the study, insufficient supervisory involvement was
revealed and practiced occasionally (sometimes) by the instructional leadership. The supervision
support provided for teachers at different experience level /rank/ were happened rarely
(infrequently), and was seen the greatest challenge for all the schools. Participation of senior
teachers in the school instructional leadership, observation of teachers, and staff development
programs were major recommendations based on the findings.
Keywords: SUPERVISION; LEADERSHIP; INSTRUCTIONAL LEADERSHIP SUPERVISION.
INSTRUCTIONAL LEADERSHIP;
Description
Keywords
Supervision, Leadership, Instructional Leadership Supervision, Instructional Leadership