Practices Of Instructional Leadership In Government Secondary Schools Of Oromia Special Zone

The purpose of this study was to investigate instructional leadership practices in governmentrnsecondary schools of Oromia special 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. The researcher incorporated 56.2% (121)rnof the sample populations as respondents. Thirty nine( 39) school leaders (principal, vicernprincipal and department heads), sixty four(64) teachers, four(4) school supervisors and eightrn(8) PTA members selected by using purposive, simple random, and purposive samplingrntechniques respectively. Questionnaires, interviews and document analyses were used for thernpurpose of collecting relevant data. The quantitative data obtained through questionnairesrnwere analyzed using statistical tools like mean, average mean, standard deviation, anrnindependent sample t-test and spearman correlation coefficient. Moreover, the qualitativerndata collected by interview, document analysis and open-ended questionnaire werernqualitatively analyzed to triangulate the quantitative data. The finding of this study revealedrnthat almost all (54.5%) instructional leaders were subject specialists, lacks skill and training,rnand lacks commitment and moral to accomplish their tasks and severe shortage of finance.rnBased on the findings, it was concluded that: schools were to some extent incapable ofrnenhancing teachers’ professional skill development and improving the quality of education.rnThe stated vision and defined mission in the school did not command the ownership of itsrnpotential stakeholders since it was not supported by its potential stakeholders. Instructionalrnleaders did not possess the required skill, knowledge and attitude through training. In linernwith the above findings and conclusions it was recommended that: to equip instructionalrnleaderships with necessary knowledge, attitude and skills the Region, and AdministrativernEducation Officials may arrange workshops, seminars, short and long term training inrncollaboration with different universities, colleges and NGO’s and schools need to think ofrntheir own income generating sources on top of government budget through improving theirrnrelationship with local NGO’s and school communities by preparing project proposal andrnsubmit to international donors

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