The purpose of this study is to assess the current status of instructional leadershiprneffectiveness and to investigate some of the factors that affect its provision in senior secondaryrnschools of Amhara Region.rnLeader's engagement in defining the school mission, managing curriculum and instruction,rnsupervising instruction, monitoring student progress and promoting school learning climaternwere used as indicators to assess instructional leadership effectiveness. The context in whichrninstructional leadership is held like personal characteristics, organizational characteristics andrndistrict/zone administrative characteristics were treated as influencing factors .rnTo this end, the study was conducted in 14 senior secondary schools selected from 6 zones byrnusing a combination of stratified and quota sampling techniques. Twenty six school leaders,rn192 teachers and 6 supervision staff were used as the subjects of the study to obtain thernnecessary data. Questionnaire, document analysis and unstructured interview were therninstruments used for data collection. The data collected through the questionnaire werernanalyzed using percentage, Pearson's correlation coefficient and t-test statistical instruments.rnFindings from the data analysis revealed that most school leaders are strong (etIective) neitherrnin each dimension nor in their overall instructional leadership role. Of the personalrncharacteristics treated, only experience as department head, number of credit hours taken inrneducational fields and level of education appeared to have significant relationship with ILE.rnAnd hence, longer experience,more credits and higher level in the above characteristics,rnrespectively contributed positively to the success of leaders in their instructional leadershiprnrole. Of the organizational characteristics, greater availability of instructional resources,rnprofessional norm that greatly value leaders' participation in curricular and instructionalrnissues, and larger teaching staff size contributed positively to ILE, whereas greater rolerndiversity lowered their ILE. Among the district/zone education department characteristics,rngenerally, the manifest emphasis of expectations of higher officials on activities other thanrninstructional leadership or matters that are secondary to ILE as well as high degree ofrnfmancial and supply delivery problems, untimely teacher transfer and delay substitutes to andrndeployment of teachers have significantly influenced ILE in the negative direction. In sum,rnthese findings indicated that ILE is a function of personal, organizational and districtlzonerneducation department characteristics (factors).rnFollowing the findings and conclusions drawn, it is recommended that REB in collaborationrnwith zone and district education departments should define the instructional leadership rolesrnof leaders clearly in terms of the five dimensions, provide trainings in the area, revise andrnimprove the selection and appointment criteria of leadership positions, reduce and improvernthe organizational and district/zone factors debilitating instructional leadership role of thernleader.