Abstract:
The main purpose of this study was to investigate the Instructional Leadership Practice in Secondary
Schools of Kellem Wollega Zone, Oromia National Region State, Ethiopia. To this end, basic
questions were raised regarding the instructional leadership practices, and the factors that hinder
the practices of instructional leaders. To conduct this study descriptive survey research design was
employed. Sampled schools were selected by simple random sampling method. The sample size was
123 teachers were selected by using stratified random sampling techniques, 37 school leaderds were
selected by using availability sampling techniques with the total of 160 participants out of 215 study
populations. The data gathering tools employed was questionnaire, interview, focus group
discussion and document reviews. The data were analyzed both quantitatively and qualitatively. The
quantitative data was analyzed by descriptive statistics such as mean, frequency, percentage,
standard deviation and inferential statistics t-test to compare the means of two groups. The
qualitative data gathered was analyzed qualitatively through narration for the purpose of
triangulation. The finding of the study indicated the performance of secondary school leadership
practice in implementation of SIP, decision making and resource management was found at
moderate level in selected secondary schools. In addition, these school leaders were not effectively
playing their part in monitoring, motivating their schools communities and stakeholders. As a result,
lack of implementation what was planned, lack of cooperation among school communities and low
awareness on instructional leadershippractices happened. To improve the practices of instructional
leadership in secondary schools, all the concerned bodies, namely: Zonal education office, woreda
education office and leaders at school level should commit themselves to solve the schools
instructional leadership practices problems by creating awareness on the practice of instructional
leadership through positive work relation, experience sharing, distributing instructional materials
and facilitating different training for the practices of instructional leadership.
