Practice And Challenges Of Instructional Leadrship In Sellected Preparatory Schools Of Hadiya Zone Snnprs

The purpose of this study was to investigate instructional leadership practices and challengesrnin the preparatory schools of the Hadiya Zone. The study reviewed the related literature onrnleadership aspects, dimensions of instructional leadership, teaching- learning roles ofrninstructional leadership, and attempts were also made to identify factors that affect therneffectiveness of instructional leadership. In order to meet the objectives of the studyrndescriptive survey research method was employed. Fife “Woredas”, namely: MesirakrnBadawacho woreda, Meerab Badawacho woreda,Soro woreda,Shashogo woreda and Hossanarntown administration were addressed by this study. The researcher incorporated 49% (126) ofrnthe sample populations as respondents. Fifty instructional leaders (main and vice principalsrnand department heads) in the schools, 66 teachers, 5 Woreda Education Office Heads and 5rnworeda supervisors were primary sources of data. Questionnaires, interviews and documentrnanalyses were used for the purpose of collecting relevant data. Data obtained throughrnquestionnaires were analyzed using statistical tools like mean, average mean, standardrndeviation, an independent sample t-test and spearman correlation coefficient. Moreover, datarngathered through interview and document analysis were considered to complement thernquestionnaires in narrative form. The finding of this study revealed that almost all (89%)rninstructional leaders were subject specialists, lacks skill and training, and lacks commitmentrnand moral to accomplish their tasks and severe shortage of finance. Based on the findings, itrnwas concluded that: Schools were to some extent incapable of enhancing teachers’rnprofessional skill development and improving the quality of education. The stated vision andrndefined mission in the school did not command the ownership of its potential stakeholdersrnsince it was not supported by its potential stakeholders. Instructional leaders did not possessrnthe required skill, knowledge and attitude through training. In line with the above findings andrnconclusions it was recommended that: to equip instructional leaderships with necessaryrnknowledge, attitude and skills the Region, Zone and Woreda Education Officials may arrangernworkshops, seminars, short and long term training in collaboration with different universities,rncolleges and NGO’s and schools need to think of their own income generating sources on toprnof government budget through improving their relationship with local NGO’s and schoolrncommunities by preparing project proposal and submit to international donors.

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