The Roles And Practices Of School Principals As Instructional Leaders In Government Secondary Schools Of Assosa Zone In Benishangu Gumuz Regional State

The purpose of this study was to assess the roles and practices of school principals asrninstructional leaders in government secondary schools of Assosa Zone of Benishangul Gumuzrnregional state. A descriptive survey design was employed in this study. The size of sample takenrnwas 92 teachers, 10 principals, 20 Members of PTA and 6 school cluster supervisors werernincluded in the study making a total sample size of 128 by using simple random for teachers andrnavailability sampling techniques for principals. Questionnaires, semi structured interview andrndocuments were used to collect data. 102 questionnaires were properly filled and analyzed usingrnboth descriptive and inferential statistical techniques: frequencies, percentages, one sample ttestrnand independent sample t-test. In addition to this, the data gathered through open endedrnquestionnaire, semi-structured interview and documents were analyzed qualitatively. Withrnregards to the result, one sample t-test showed that school principals were not effective inrnencouraging and motivating staff, creating conducive environment for teaching learning process,rnpromoting professional development, observing and evaluating classroom instruction. Contraryrnto these, school principals were effective in monitoring students’ progress, group developmentrnand school curriculum implementation, evaluation and improvement. Moreover, Independent ttestrnresults showed that significant mean differences were not found between teachers’ andrnprincipals’ in implementing instructional leadership roles. Both the quantitative and qualitativernresults indicated although school principals were effective in implementing some of theirrninstructional leadership roles still they have faced serious problems to implement all of theirrnroles. Therefore, it is possible to conclude that although school principals were qualified theyrnwere not able to fully exercise their instructional leadership roles to improve the performance ofrntheir schools. To alleviate the problem of the implementation of instructional leadership, thernselection and assignment of school principals should be based on the criteria set by Ministry ofrneducation. In addition, it is recommended that educational leadership and management trainingrnshould be given for school principals to improve their instructional leadership capacities.rnMoreover, it needs to provide training professional development training, delegate responsibilityrnand supply adequate resources to implement it.

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