Instructional Leadership: Practices and Challenges on Curriculum Implementation at Secondary Schools of Gulele Sub-City In Addis Ababa
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Date
2021-08
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AAU
Abstract
The main objective of the study was to assess instructional leadership: practice and challenges
of curriculum implementation in case of secondary schools in Gulele Sub-City in Addis Ababa.
In order to conduct the study to achieve this objective, twenty (20) principals from five secondary
schools, five teachers from each eight subjects (English, Mathematics, History, Physics,
Chemistry, Biology, Geography, Civics) that appear on national examination in the five schools,
together 200 six years and above experienced teachers from the five schools, and department
heads of the subjects from each schools (40) under the study were systematically taken as
respondents of this study, therefore, there are 260 total respondents of the study. To get sufficient
and reliable data for the study the researcher used questionnaire, interview and content analysis
as major tools of data gathering. The data obtained through these tools were analyzed both
quantitatively and qualitatively as the researcher used descriptive research design. Therefore,
quantitative and qualitative research methods were used for this study. The results of the data
indicate that instructional leadership: practices and challenges on curriculum implementation at
secondary schools in Gulele sub-city in Addis Ababa in the five secondary schools becomes
apparent from the finding that there are major curriculum challenges facing principals in
managing the curriculum implementation in the school. These include lack of materials and
resources, inadequate training and heavy workloads and fewer commitments of teachers.
However, measures were suggested to limit the challenges toward curriculum implementation in
order for principals and teachers to manage and implement the curriculum effectively. The study
conclude by pointing out that although principals and teachers try to perform their roles and
responsibilities to ensure effective curriculum implementation in their context, they still require
training and support from stakeholders.
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Keywords
leadership, instructional leadership, implementation of curriculum