Practices And Problem Of Secondary School Principals Instructional Leadership To Enhance Students Academic Achievement In Mihur Aklil Woreda Gurage Zone.

The main purpose of the study was to investigate the practice and problems of instructional leadership role enhancing students’ academic achievement in secondary school of Mihuraklil woreda Gurage zone. In order to meet the objective of the study descriptive and explanatory survey research design was employed. The total population in the study area was 465. The study incorporated 187(40.2%) of the populations as sample respondents. The sample comprised of 4 secondary schools, 30 instructional leaders and 2 cluster supervisors were selected by available sampling technique. Fifty teachers, 84 students in the student representatives’ and 15 PTA were selected by simple random sampling. Six Woreda education office personnel were selected by purposive sampling techniques. Questionnaires, interviews and document analyses were used for the purpose of collecting relevant data. Data obtained through questionnaires were analyzed using descriptive statistics like frequency, percentage, mean and grand mean. Correlation and regression analysis of Variance was used to examine the influence of particular linear dependent variable by multi-independent variables. Moreover, data gathered through interview and document analysis were considered to complement the questionnaires in narrative form. The finding of this study revealed that there is strong positive correlation between students’ academic achievement and practice of instructional leadership, with 60.6% of the variance in students’ academic achievement can be accounted for by practice of instructional leaderships. There is an inverse relationship between instructional leadership challenge and student’s academic achievement, in which 36.0% of the variance in student academic achievement score explained by the predictor. Based on the findings, the researcher concluded that: The discourse of instructional leadership practice and challenges of instructional leadership accounting for high academic achievement of students does exist in this study. In terms of the above findings and conclusions it was recommended that: The instructional leaders did not perform their instructional leadership practical effectively; it affects negatively the student academic achievement. Hence, the instructional leaders should give due attention for the practical implementation of instructional leadership function to influence the student academic achievement in their respective secondary schools

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