PRACTICES OF SCHOOL PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLES IN SECONDARY SCHOOLS OF EASTERN HARARGHE ZONE, OROMIA REGIONAL STATE

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.