Effectivenes’ of Principal Instructional Leadership in Preparatory Schools in South Wollo Zone
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Date
2012-06
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Addis ababa univeresty
Abstract
The purpose of this study is to assess the current status of instructional
leadership effectiveness and to investigate some of the factors that affect its
provision in Preparatory Schools of South Wollo Zone. Leader’s engagement in
defining mission, managing curriculum and instruction, supervising instruction,
monitoring student progress, promoting school learning climate were used as
indicators to assess instructional leadership effectiveness. The context in which
instructional leadership is held such as, personal characteristics, organization
characteristics and district/zone administrative characteristics were treated as
influencing factors. The study was conducted in 7 Preparatory Schools selected
from 6 wordeas by using a combination of stratified and quota sampling techniques
14 school leaders, 80 teachers and 7 supervision staff were used as the subjects of
the study to obtain the necessary data. Questionnaire, document analysis and
unstructured interview were the instruments used for data collection. The data
collected through the questionnaire were analyzed using percentage, Pearson’s
correlation coefficient and t-test statistical analyses procedures. Findings from the
data analysis revealed that most school leaders are not strong (effective) neither in
each dimension nor in their overall instructional leadership role. Of the personal
characteristics treated, only experience as department, a leader and number of
credit hours taken in educational fields appeared to have significant relationship
with ILE. Organizational characteristics, availability of instructional resource,
professional norm that greatly value leaders’ participation in curricular and
instructional issues, and larger teaching staff size contributed positively to ILE,
whereas greater role diversity lowered their ILE. among the district Zone education
8department characteristics. Generally, expectations of higher officials on activities
other than instructional leadership or matters that are secondary to ILE as well as
high degree of financial and supply delivery problems and delay of substitutes and
deployment of teachers have significantly influenced ILE in the negative direction.
Following the findings and conclusion drawn, recommendation are made.
that
REB in collaboration with zone and district education department should define the
instructional leadership roles of leaders clearly in terms of the five dimensions,
provide trainings in the area, revise and improve the selection and appointment
criteria of leadership positions, reduce and improve the organizational and
district/zone/ factors debilitating instructional leadership role of the leader.
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Keywords
Effectivenes’ of Principal Instructiona