A Comparative Study on Instructional Leadership Practice of Principals in Government and Private Secondary Schools in Arada Sub City of Addis Ababa
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Date
2013-05
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Addis Ababa University
Abstract
This study was conducted to assess the current status of instructional leadership practices of
principals in government and private secondary schools in Arada Sub City of Addis Ababa.
Instructional leaders involvement in defining and communicating the school mission, managing
curriculum and instruction, supervising instruction and promoting a positive school learning
climate were taken as indicators to study instructional leadership practices of principals. Major
facial's that confect instructional leadership practices are also treated. For the study descriptive
survey design was used. The simple random and purposive sampling techniques were employed to
select the samples in the study. Based on This the study was conducted in 6 secondary schools, 3
government and the real three were private schools. Principals, vice principals, supervisors,
department heads, teachers and students were used as respondents of the study. Questionnaire,
semi-structured interviews, focus group discussions, document analysis and observation check-list
were used as data collection instruments. The data collected through the questionnaires were
analyzed by using SPSS version 20 in terms of percentiles, mean score, standard deviation and test
statistical analysis procedures. For the semi- structured interviews and open ended questions
the data were analyzed by using the content analysis technique. Findings Foam the data analysis
revealed that the role of females on instructional leadership position is below average in
government schools and is negligible in private schools. Most of the principals of secondary
schools do not fulfill the criterion set by MOE in their academic qualification and their area of
specialization was other than fields of educational leadership and management. The extent to
which principals exercise the different instructional leadership dimensions was found to be slightly
moderate in both government and private schools. However in promoting a positive school
learning climate and in managing curriculum and instruction private schools were rated for better
Performance in the questionnaires. On the other hand government school principals show better
Performance in defining and communicating school mission and in some activities of instructional
supervision. Generally it can be concluded that, even though private schools were able to practice
the different dimensions of instructional leadership both government and private school principals
were not performing their task as they were supposed to do. For this lack of skill and knowledge,
unable to empower others, wastage of instructional time, low motivation of teachers and students,
lack of adequate instructional resources and lack of vision were some of the factors that affect the
leadership activities of the principal. Following the findings and conclusion drawn, it is
recommended that schools should be led by experienced and trained principals in educational
leadership. Teachers and students should be highly motivated so as to develop interest and
satisfaction on their jobs. Instructional leaders need to have personal vision for their schools
aimed at high achievement of learners. Principals have to •work to the maximum in preventing
wastage of instructional time. Thus to improve the current instructional leadership practices of
principals the school community, Woreda education bureau, Sub City Education Office and Addis
Ababa Education bureau should work in collaboration with each other.
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Keywords
Leadership Practice of Principals