Abstract:
The main purpose of this study was to assess the practices of school principals’ instructional
leadership roles in selected governmental secondary schools (Grade 9-10) of Eastern
Hararghe Zone. To achieve this purpose, a descriptive survey research design was employed.
The study was conducted in a randomly selected 8 government secondary schools from seven
woredas and one administrative town in the zone. Consequently, 117 teachers were selected as
respondents by using simple random sampling, 13 vice principals, 8 principals and 8
supervisors through availability sampling method and 8 PTA members by purposive sampling.
Views of the respondents were surveyed through questionnaires. Document analysis was also
used to get additional information. The data from the questionnaires was analyzed using
descriptive statistical tools such as frequency and percentage. In addition, the data gathered
through open ended questionnaire, interview and document analysis were quoted and
narrated in words. The findings of the study revealed that setting mission, vision and goal
statements by principals was not participatory and well communicated. The school leaders did
not properly play their instructional leadership roles as required. This is evidenced, the
practice of monitoring, providing continues support and constructive feedback to improve
teaching was low. In addition to this, school principals did not provide adequate time for
supporting and facilitating teachers’ professional development. Furthermore, it was found out
that principals’ practice of establishing supportive and motivating atmosphere in school was
low. Some factors hindering the school leaders in practicing their instructional leadership
roles were: lack of adequate knowledge and leadership skills and lack of following up the
delegated duties; they just delegate duties to the members of teaching stuff and leave aside. To
conclude, the school principals did not fully exercise their instructional leadership roles to
improve the instruction in their schools. To mitigate the problems, it is suggested that well
trained and qualified individuals should be appointed as secondary school principals as much
as possible; short-term training in the areas of management and school leadership must be
organized by East Hararghe Education Office for the school principals already serving in the
schools; principals must facilitate teachers’ professional skill development by giving it
necessary attention, budget scarcity and shortage of educational equipment has to be
addressed by the government and the society.
