The Current Practices of Instructional Leadership in Enhancing the Quality of Education in Govi£Rnment Primary Schools of Addis Ababa

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Addis Ababa University


This study was aimed at describing the current practices of instructional leadership in primary schools of Addis Ababa city administration and its potentials to enhance the quality of education. To achieve the objective of the study, basic research questions were asked in relation to the strength of schools - based supervision of instruction; current practice of school vision selling; the status of school-based professional development for teachers; suitability of school climate and culture, and the assessment of in-school impediments to instructional leadership effectiveness. Survey research method was used in study. Random and availability sampling techniques were employed to select 277 subjects. Questionnaires were distributed to 86 school leaders, 191 teachers of which 222 (80. 14%) of usable copies of questionnaire were returned. The data obtained were then analyzed using appropriate statistical tools such as percentages, mean, weighted mean and on-way ANOVA for comparison of means. The study revealed that school- based supervisory practices were more focused on controlling teachers than supporting teachers and were more administrative-oriented than academic matters. Similarly, school vision setting and realization was constrained by shortage of resources and by inadequacy in analysis of constraining factors. The study also showed that school -based professional development for teachers was not tailored to individual needs and the contents were more deficil- oriented than growth-oriented /t was also discovered that teachers find difficult to understand their leaders and principals tended to be more directive than supportive to teachers. However, teachers showed openness in their interaction but they failed to accept faults of their colleagues. The study further revealed that the school community did not value differences in personality and teaching styles. Lastly, it was discovered that lack a/work incentive, pressure a/other jobs, and unwillingness of leaders to take risk were found to be the majoring in-school barriers to instructional leadership effectiveness. [n sum, school leaders lack sufficient knowledge about learning theOlY and effective instruction and lack commitment. They are not good at delegation. They experienced role conjilsion; and do not lead by modeling good behaviors. Further more, school vision did not win the acceptance of principal stakeholders of schools and school- based professional programs are not need based and contents are more of mass based than need based. Finally, the school does not support individual difference and teacher empowerment. rhus, it is recommended that MoE redefine the responsibility of schools leaders by including further instructional duties ; leadership-training institutions revise their curricula by including school improvement themes in their training. School leaders give due emphasis on supporting teachers by modeling best instructional techniques than controlling. They also need to emphasize participation of stakeholders in setting school vision and align the available resources to practices that lead to vision realization; make school-based professional development programs need based. Furthermore, they also need lead by modeling supportive cultures and by valuing differences in personality, learning needs and teaching styles. Finally, it is recommended that increase commitment of school leaders by introducing motivation schemes, leadership career structure, and by re - examining the selection and apPOintment of school leaders.



Instructional Leadership in, Enhancing the Quality of Education Government