Instructional Leadership Practices and Challenges in Government Primary Schools of Woreda Five in Arada Sub City

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Addis Ababa University


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;



Supervision, Leadership, Instructional Leadership Supervision, Instructional Leadership