Demoze Degefa (PhD)Mohammed Mustefa2024-11-202024-11-202024-06https://etd.aau.edu.et/handle/123456789/3660The purpose of this study was to assess the practice and challenges of instructional leadership in improving student’s academic achievement in the secondary school of Majang Zone, Gambella Regional State. To achieve this, basic questions were raised regarding the instructional leaders uses of time, the implementation of principals the dimensions of instructional leadership, the extent of school leaders discharge their instructional duties, school leadership style used for students’ academic achievement and challenges of instructional leadership. The study employed the descriptive survey design. Out of 2 weredas, 6 secondary schools were selected through availability sampling technique. Data for the study were collected through questionnaire, interview, and document analysis. Questionnaires were prepared and administered to 120 teachers and 2 supervisors are were included in the study through available sampling technique. Pilot test was carried out on Godere mission secondary school to check the reliability and validity of the questionnaire. Interview questions were prepared to 6 secondary school principals, vice principals and 4 woreda and 2 zone educational experts. The data collected were analyzed by using percentages, mean and standard deviation. The findings of this study revealed that, school leaders were did not spent their time to improve students ’academic improvement rather they spent much of their time for administrative and paper work; less commitment of leaderships to implement the dimensions of instructional leadership to improve students’ achievements; poor achievements of students on education and factor which affect instructional leadership such lack of vision, teachers turnover, refusal of constructive feedback, lack of trust among teachers and between teachers and principals, principals overloaded by so many task and incompetence of school leaders were challenges for instructional leadership to improve students’ academic achievement. From the findings, it was recommended that, the wereda or the zone education experts should build leadership capacities of the school leaders; school leaders alleviate intervention on teachers’ educational task. School leaderships should strongly committed and use their time for academic activities rather than in their school administration in order to involve staff in confidence to enhance academic achievements of students.enThesis