The purpose of this study was to assess factors affecting the practice of instructionalrnleadership in West Wollegga zone secondary schools. Literature was reviewed on thernconcepts of leadership, dimensions of school leadership, practices of instructionalrnleadership, skills and knowledge of instructional leadership, the role of instructionalrnleadership and factors affecting instructional leadership practices. In order to meet thernobjectives of the study descriptive survey research method was employed with regressionrnanalysis. Nine Secondary Schools were selected through simple random samplingrntechnique to be the sample of the study. From these secondary schools 165 (35%) teachersrnwere selected through simple random sampling technique and 18 secondary schoolrnprincipals and vice principals, 9 unit leaders and 9 secondary school supervisors werernselected using availability sampling technique. In addition 27 education office heads andrnexperts of zone and woreda education offices were selected using availability sampling tornbe interviewed. Totally 228 respondents were participated in this study. Data wererncollected through questionnaires, interviews and document analyses. Data obtainedrnthrough questionnaires were analyzed using statistical tools like frequency, mean andrnstandard deviation and regression analysis. Data gathered through interview andrndocument analysis were considered to complement the questionnaires in narrative form.rnAfter data were analyzed findings were reached at. Accordingly, secondary schools inrnrural were unable to define the school vision, mission and goal as needed. In addition,rnsecondary schools in rural couldnâ€™t create positive school climate. Instructional leadershiprnpractices have contributed averagely on improving the teaching learning process. On thernother hand, rural secondary schools did not contribute their role as needed to the teachingrnlearning process. Lack of resource for education and untimely transfer of teachers andrnlack of regular support by woreda education office affects the instructional leadership. Onrnthe basis of these findings the following points were recommended. The schools leaders arernadvised to develop skills of defining vision, mission and goal through experience sharingrnwith nearby secondary schools. Supervisors have to supervise and evaluate the secondaryrnschools to help them practice the instructional leadership effectively. Woreda or zonerneducation offices have to transfer or place teachers on request and on time. To tackle thernproblem of lack of recurrent budget, stationary materials and school furniture the schoolrnleaders are advised to mobilize the school community and the school stakeholders inrnfulfilling the school facilities and education offices have to allocate enough budgets to thernsecondary schools