Practice And Challenges Of Instructional Leadership In Government Secondary Schools Of Akaki Kality Sub City Addis Ababa City Government

This research aims at studying the Instructional leadership practice and challenges andrninvestigating some of the factors that affects it in secondary school of Akaki Kality sub city. ThernRole and responsibilities‟ of Teacher‟s, instructional leaders and Leader‟s practice therndimension of the instructional leadership: engagement in defining mission, managing curriculumrnand instruction, supervising instruction, monitoring student progress, promoting school learningrnclimate and other influencing factors were used as indicators to assess instructional leadershiprnpractice. The study has been conducted in 3 secondary schools selected from 7 by using simplernrandom sampling method. 12 school leaders, 3 supervisors, 77 teachers and 12 department headsrnwere used as the subjects of the study to obtain the necessary data. Questionnaire and semirnstructured interview were the instruments used for data collection. Both quantitative andrnqualitative designs were employed while primary and secondary data source were alsornadministered. In addition, the study made use of questionnaire, interview and document analysisrnas data collection instruments to answer five basic questions; the current practices of instructionalrnleadership activities, the challenges faced by leaders on performing effective instructionalrnleadership, the extent of the recruitment and selection of instructional leaders, how much thernactual roles and responsibilities of instructional leaders correspond to the required standards, andrnto answer the extent of teachers involve in instructional leadership in the schools under study.rnData obtained through questionnaires were analyzed using frequency and percentage. Moreover,rndata gathered through interview and document analysis were considered to complement thernquestionnaires in narrative form. Therefore, the findings of study indicated that only 25 % of therneducational leaders possess the desired qualification and standards, the rest 75 % of instructionalrnleaders were subject specialists, lacks skill and training, and lacks commitment. Instructionalrnleaders did not possess the required skill, knowledge and attitude through training. Finally, basedrnon the findings and conclusions, recommendations were made on capacity building andrnempowering of principals to do their work effectively, in turn, encouraging participatoryrnapproach of leadership. Furthermore, Addis Ababa Education Bureau is responsible to giverndirectives and guidelines in the case that whenever shortcomings. And akaki kality sub cityrnEducation office has to follow and fill the gaps.

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