Instructional Leadership: Practices and Challenges on Curriculum Implementation at Secondary Schools of Gulele Sub-City In Addis Ababa

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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.



leadership, instructional leadership, implementation of curriculum