Abstract:
The purpose of this study was to investigate the Practices and Challenges of Instructional Leadership in Secondary Schools of East Hararge Zone. Mixed research design was employed four woredas were selected by cluster sampling technique. Four secondary schools in those sampled Woredas were taken using multi-stage sampling technique. In addition, 78 of male teachers were selected by systematic sampling technique whereas 12 female teachers, 32 school leaders and 8 woreda education office heads and vice heads were taken using available sampling. Data were collected using questionnaire, interview and document analysis. The quantitative data were analyzed using descriptive statistical techniques: such as frequency, percentage, mean value, standard deviation and t-value. The data gathered through open-ended questions, interviews as well as document analysis were analyzed qualitatively through narration for the purpose of triangulation and additional information on the issue. The findings of the study regarding leadership practices revealed that, they were failed in framing school goals focused on students learning, evaluating teachers’ performance to develop goals and communicating school goals to the staff. Currently the status of Instructional Leadership lucks experience. Majority of school leaders lacked the required qualification of leadership, absence of on job training and lack of experience sharing programme prepared by Woreda Educational Office. As a result, they were incompetent in playing their leadership practices effectively. On the other hand, heavy work load and interference of Woreda Educational Office on the function of school leaders affected the instructional leadership because they were assigned by Woreda Educational Office. Furthermore, school leaders failed to accomplish classroom visit. In line with the above findings and conclusions it was recommended that East Hararge Zone education office in collaboration with Woreda education office should define the leadership status, practice of school leaders clearly in terms of providing trainings in the area, implementing the selection and appointment criteria of leadership positions, reducing the challenges affecting the instructional leadership practice of secondary school leaders
