INSTRUCTIONAL LEADERSHIP PRACTICES IN IMPROVING TEACHERS’ PERFORMANCE IN SECONDARY SCHOOL OF GUJI ZONE OROMIA REGIONAL STATE

Abstract

The purpose of this study was to examine what instructional leadership practice were being used in secondary schools of Guji zone in improving teachers prformance. The study is to investigate instructional leadership practice in improving teachers performance in activities in implimantation of curriculum, in staffdevelopment inassesment and evaluation of instruction, in classroom supervision, effertes that to bee taken challenges that affect the practice of ILS in improving teachers performance. Descriptive survey design was used in this study. The sample of the study comprised of 7 secondary schools out of the 23 secondary schools were sellected using stratified random sampling. Then 76 teachers were sellected using,simple random sampling and 32 leaders, 7 PTA chair persons and 7 Student councils were sellected using available samlining for sample techniques. The researcher was used both qualitative and quantitative data collected method such as questionnaires, interview guide and document analysis. The data was analyzed using descriptive statistics such as mean, percentage, frequency count using. Besides, the study identified the prevalent that instructional leadership practices in Guji zone there was a lack of teachers assistant in lesson planning, leaders were ineffective in practicing activities in implimantation of curriculum, inregularly identified the instructional limitation of teachers in classroom activities, lack of leaders in facilitating experience sharing between teachers and support teachers to do action research on the specified pedagogical/instructional limitations of teachers, lack of leaders in creating a conducive environment and lack of short term training and workshops and also incompetent enough to help other teachers and leaders overload with classroom activities and administrative tasks were the factors that affect the curent practices of school instructional leadership practices in improving teachers performance. Finally to minimize and if possible to solve the problems, the following recommendation were drawn based on the above findings. School leaders and Woreda Education Bureau should be; plane with discation, offering different training and workshop based on needs, experiece sharing program, encuorege teachers on action reaserch doing and increasing the frequency of classroom supervision in order to improve teachers performance and to bring quality of education