Instructional Leadership Effectiveness in Second Cycle Government Primary Schools of Arada Subcity in Addis Ababa
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Date
2017-08
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Addis Ababa University
Abstract
The main purpose of the study was to assess instructional leadership effectiveness in government
elementary schools of Arad Sub City in Addis Ababa. Recruitment and selection of principals,
the extent of teacher’s participation in school leadership, major factors that hinder principal’s
effectiveness and principals professional involvement in the three dimensions that are defining
academic goals, managing the instruction and curriculum and promoting a positive learning
climate were areas assessed in the study. Descriptive survey design was used to collect data from
5 purposively selected schools. 105 teachers, 5 principals, 10 deputy principals, 5 cluster
supervisors and 5 human resource managers were sample members of the study which were
selected by census and simple random sampling techniques. Open ended and closed ended
questionnaire, semi structured interview and focus group discussion (FGD) were used as data
collecting tools. Data obtained from respondents was analyzed using percentage, mean and
standard deviation. Data obtained though interview and FGD were analyzed qualitatively
through narration. The finding revealed that government Elementary school principals in Addis
Ababa city Administration of Arada sub city were not effective in the practice of direction
setting. This was confirmed with grand mean 2.8 Missions of schools and instructional goals
were not effectively communicated with stakeholders. The emphasis given to support teacher’s
instructional practice through supervision and Post observation conferences focusing on
teacher’s instructional strength and limitations was resulted with arithmetic mean 2.4 which was
poor practice. The study further attempted to identify major areas where teachers displayed their
leadership roles and their desire to participate in different school affairs. Out of the total ten
areas where teachers leadership roles were believed to be vital, only 2 (20%) of the areas were
practiced by teachers at moderate level. Lastly it was identified that recruitment and selection
practice of school principals was not merit based. Based on the findings, the following
recommendations were forwarded. School principals and cluster supervisors should work
together to incorporate stakeholders views on what should be achieved, how to be achieved and
when to be achieved for effective goal setting practice. Addis Ababa City Administration
Education Bureau and Arada Sub City Education Office in collaboration with nongovernmental
organization need to build capacity of school principals by organizing seminars, workshops, and
in-service trainings.
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Keywords
Instructional, Leadership Effectiveness