THE CONTRIBUTION OF INSTRUCTIONAL LEADERSHIP IN IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS OF ARSI ZONE, OROMIA REGIONAL STATE

Abstract

The purpose of the study was to identify the contribution of instructional leadership in improving students’ academic achievement in secondary schools of Aris Zone, of Oromia Regional State. To accomplish purpose, the study employed descriptive survey research design. The study was conducted in10 secondary schools of the Zone. The respondents were school leaders (10 principals, 7 vice- principals, 50 department heads, and 10 supervisors) and 138 sample teachers from total 233 were selected by stratified random sampling. 10 students’ council leaders and 7 PTSA chairmen were selected purposefully. Questionnaire, interview and document review were used to collect data for the study. The questionnaire was developed and distributed to 77 school leaders and 138 teachers. Interview was conducted with 7 PTSA leaders and 10 students’ councils and the documents were reviewed by the researcher in 10 sample secondary schools. Frequency, percentage and T-test were employed by using SPSS version 20 to analyze the quantitative data. The qualitative data obtained through interview and documents review were narrated in words. The quantitative data showed that there was lack of participation among the school leaders to realize schools’ mission, vision and goals successfully. Besides school leaders do not contribute as per their responsibilities. There was also lack of collaboration, commitment participatory decision, provision of continues support and constructive feedbacks that improve teachers’ performance in teaching and learning process. On the other hand, there was scarcity of school facilities and adequate resources. To conclude it was very difficult to meet the schools’ mission, vision and goals because the school leaders didn’t work collaboratively. Thus the schools’ leaders’ contribution lacked collaboration. There were fewer workshops, seminars and trainings of teachers to improve their academic performance and update them on current issues. On the other hand, instructional leaders contributed moderately in setting different programs and time tables that improve instructional activities. There were factors that inhabited the performance of leaders; these were lack of training, immediate turnover of trained leaders from school to other sectors. These difficulties played negative impact on the contribution of school leaders’ to improve students’ academic achievement. So, the researcher recommended that, the Zone, Woredas’ education office and school leaders should give short term training and supportive supervision to realize the schools’ mission and vision. The supervisors and principals should minimize the wastage of the instructional time. The MoE is also recommended to provide leadership training continuously and minimize turnover of leaders. In addition, the government was recommended to allocate and facilitate resources, and the school leaders should give due attention to solve financial problems and instructional material working collaboratively with NGOs and environmental communities