Practice and Challenges of Instructional Leadrship in Sellected Preparatory Schools of Hadiya Zone, Snnprs
| dc.contributor.advisor | Dabi, Kenennisa | |
| dc.contributor.author | Chonde, Addisu | |
| dc.date.accessioned | 2018-08-06T07:08:33Z | |
| dc.date.accessioned | 2023-11-05T08:55:04Z | |
| dc.date.available | 2018-08-06T07:08:33Z | |
| dc.date.available | 2023-11-05T08:55:04Z | |
| dc.date.issued | 2002-06 | |
| dc.description.abstract | The purpose of this study was to investigate instructional leadership practices and challenges in the preparatory schools of the Hadiya Zone. The study reviewed the related literature on leadership aspects, dimensions of instructional leadership, teaching- learning roles of instructional leadership, and attempts were also made to identify factors that affect the effectiveness of instructional leadership. In order to meet the objectives of the study descriptive survey research method was employed. Fife “Woredas”, namely: Mesirak Badawacho woreda, Meerab Badawacho woreda,Soro woreda,Shashogo woreda and Hossana town administration were addressed by this study. The researcher incorporated 49% (126) of the sample populations as respondents. Fifty instructional leaders (main and vice principals and department heads) in the schools, 66 teachers, 5 Woreda Education Office Heads and 5 woreda supervisors were primary sources of data. Questionnaires, interviews and document analyses were used for the purpose of collecting relevant data. Data obtained through questionnaires were analyzed using statistical tools like mean, average mean, standard deviation, an independent sample t-test and spearman correlation coefficient. Moreover, data gathered through interview and document analysis were considered to complement the questionnaires in narrative form. The finding of this study revealed that almost all (89%) instructional leaders were subject specialists, lacks skill and training, and lacks commitment and moral to accomplish their tasks and severe shortage of finance. Based on the findings, it was concluded that: Schools were to some extent incapable of enhancing teachers’ professional skill development and improving the quality of education. The stated vision and defined mission in the school did not command the ownership of its potential stakeholders since it was not supported by its potential stakeholders. Instructional leaders did not possess the required skill, knowledge and attitude through training. In line with the above findings and conclusions it was recommended that: to equip instructional leaderships with necessary knowledge, attitude and skills the Region, Zone and Woreda Education Officials may arrange workshops, seminars, short and long term training in collaboration with different universities, colleges and NGO’s and schools need to think of their own income generating sources on top of government budget through improving their relationship with local NGO’s and school communities by preparing project proposal and submit to international donors. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/10974 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Practice and Challenges | en_US |
| dc.subject | of Instructional | en_US |
| dc.title | Practice and Challenges of Instructional Leadrship in Sellected Preparatory Schools of Hadiya Zone, Snnprs | en_US |
| dc.type | Thesis | en_US |