Practices Of Instructional Leadership In Government Primary Schools Of Yeka Sub City

This study was designed to explore instructional leadership performance in primaryrngovernment schools of Yeka Sub City of Addis Ababa. Mixed descriptive survey design wasrnutilized and data were collected from eleven schools using questionnaire focusing on therndifferent components of instructional leadership. Mean values, percentages and frequenciesrnwere used to analyze the data. Participants in this study consisted of cluster supervisors,rnschool principals, department heads as well as core subject teachers of the selected schoolsrnfrom the sample areas. The following were selected from each school of the sample areas:rnfour school principals and teachers of four core-subjects: English, mathematics Chemistryrnand Social Studies. Classroom observation and document analysis was also carried out inrnorder to supplement and triangulate the quantitative data results. The study attempted tornanswer the extent of instructional leadership support provided. Total population of the studyrnwas 154. Descriptive survey research methods were employed. 124 respondents were selectedrnto fill out the questionnaire. The analysis made on the bases of three major domains ofrninstructional leadership: Vision Framing and Communicating, Managing instructionalrnProgram and Creating Conducive learning Environment. Findings indicate insufficientrndedication of leaders in communicating the vision; minimal stakeholder cooperation; seriousrnshortcomings in provision of supervisory visits. Besides, teacher and leadershiprnincompetency, inefficient use of resources and leaderships‟ inadequate trainings inrncurriculum and instruction posed challenges. The poor supervision support provided forrnteachers was seen as one of grave challenges for all the schools. Sustainable studentrnmonitoring and evaluation, enhancing peer-coaching in the school instructional and staffrndevelopment programs were major recommendations based on the findings. Professionalrnincompetency of leaders was a barrier hindering instructional leaders not able to properlyrnexercise instructional leadership roles Thus, with a view of capacitating the professionalrncompetency of supervisors, principals and core subject department heads, the AAEB, Sub CityrnEducation Office should work in close partnership with AAU and Kotebe MetropolitanrnUniversity to upgrade the pre-service training programs and arrange continuous short-termrnin-service training programs.rnKey words: SUPERVISION; LEADERSHIP; INSTRUCTIONAL LEADERSHIP

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