Practices and Challenges of Instructional Leadreship in Secondary Schools of Addis Ababa City Administration
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Date
2016-06-01
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Addis Ababa University
Abstract
The main purpose of this study was to assess the practices and challenges of instructional leadership in
secondary schools of Addis Ababa. In order to meet the objectives of the study descriptive survey method was
employed .Simple random sampling techniques was used to select eleven secondary schools out of 27 schools.
But 11 principals and 33 vice principals were selected from these sample schools using availability sampling
technique. In addition to principals and vice principals 300 teachers (240 male and 60 female) were taken as a
sample for the study using stratified random sampling. Thus from the total of 344 questionnaires distributed for
the respondents 313 (90.9%) of the questionnaires were completed and returned. Questionnaires, interview,
focused group discussion and document analysis were used for collecting relevant data for the study. Then the
data were analyzed using SPSS version 20. Statistical tools like frequency, percentage, mean, and t-test were
used to analyze the collected data. According (0 the data, selling the school vision and mission, managing
curriculum and instruction; monitoring instructional program, clarifying core values and belifes were
moderately practiced by secondmy school instructional leaders. They also practiced professional development,
building relationship in the school and clinical supervision moderately. However, the instructional leaders
showed lower performance in, managing change and conflict. Likewise, the study also revealed that principals
showed moderate performance on both directive and supportive roles. Besides, teachers were not willing to
work with them to improve instructional supervision; they engaged themselves in trivial matters and dislike and
criticize their principals by reflecting negative attitude. Furthermore, inadequate training and skill of
leadership; moderate cooperation from stakeholders: inadequate resources; unwillingness to devote more time
for instruction and unable to build trust on each individual staff were the main problems for instructional
leadership practices. From the finding of the study, it was concluded that the role and involvement of secondary
schools instructional leadership was still in the state of transition from administrative emphasis to instructional
leadership to create conducive school climate, instructional leaders were not engaged themselves in monitoring
and providing feedback on the teaching learning process and the overall school activities. Based on the
conclusions it was recommended that, concerning officials from the education bureau, and sub-city education
office as well as the schools themselves should perform their best to improve the practices of instructional
leadership tasks by giving more focus for the school mission and vision and by working together to improve the
quality of instructional leadership in secondary schools. Finally the study recommends that there is need for
adequate training for instructional leaders and teachers, provide adequate resources and devoting more time
for instructional issues than routine activities and administrative tasks
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Practices and Challenges of Addis Ababa City Administration