Practices and Challenges of Instructional Leadership in Government Secondary Schools in Bole Sub-City of Addis Ababa City Administration

Alem Berhe

Practices and Challenges of Instructional Leadership in Government Secondary Schools in Bole Sub-City of Addis Ababa City Administration

dc.contributor.advisor	Kenenissa (PhD)
dc.contributor.author	Alem Berhe
dc.date.accessioned	2024-11-08T09:06:23Z
dc.date.available	2024-11-08T09:06:23Z
dc.date.issued	2024-06
dc.description.abstract	The practices of instructional leadership are expanding throughout the world, as well as in Ethiopia, where schools depend on leadership to shape their productive futures. The main objective of the research was to explore the practices and challenges associated with guiding and improving teaching and learning processes in secondary schools in Bole sub-city in Addis Ababa city administration. To achieve the study, a mixed method of research design was used, specially emended design. To collect relevant data, questionnaires, interviews, and document analysis were used. A total of 91participants including teachers and school leaders (principals, vice principals, department heads, and unit leaders) were involved in the study. For sample selection, two types of sampling techniques were used, such as probability and non-probability sampling techniques. For teachers, stratified sampling was used, whereas for instructional leaders, the available sampling technique was used. The data results were presented via tables and described by mean, standard deviation, and t-test analysis. Statistical Package for Social Science (SPSS) version 26 was used to analyze the collected data. The study revealed that teachers rated the school's vision and mission higher than school leaders, but school leaders were more aligned with the school's mission and vision in their activities. The study points out challenges faced by instructional leaders, including budget constraints, poor community engagement, technology gaps, and staff turnover. Addressing these challenges is crucial to supporting effective instructional leadership in schools. The study recommends: The school community should work together to enhance students' academic success through improved instructional leadership. Data-driven decision-making, assessing the impact of instruction on student outcomes, and leveraging technology are crucial for continuous improvement in student performance, especially in e-learning environments. Encouraging parental involvement and fostering collaboration among teachers can help address student progress collectively. It is essential to align programs with educational needs and utilize technology effectively to ensure students are competitive in quality education. Key words: Instructional leadership, practices, challenges, leadership, school leadership
dc.identifier.uri	https://etd.aau.edu.et/handle/123456789/3632
dc.language.iso	en
dc.publisher	Addis Ababa University
dc.title	Practices and Challenges of Instructional Leadership in Government Secondary Schools in Bole Sub-City of Addis Ababa City Administration
dc.type	Thesis