INSTRUCTIONAL LEADERSHIP PRACTICES IN ENHANCING STUDENTS’ ACHIEVEMENTS IN SECONDARY SCHOOLS OF JIGJIGA CITY ADMINISTRATION

Abstract

This study examines the practices of instructional leadership in enhancing student achievement in secondary schools within the Jigjiga City Administration. Utilizing a descriptive survey research design that incorporates both quantitative and qualitative methods, the research identifies the responsibilities of instructional leaders, assesses their supervisory practices, and explores the challenges they encounter. The administration comprises seven secondary schools with a total of 840 teachers. Four schools were selected—two government (Jigjiga and Sheik Abdiselam Secondary Schools) and two private (St. Joseph Catholic Missionary School and Spark Academic Secondary School)—representing 57% of the total schools. A total of 228 teachers and principals participated in the study, with data collected via questionnaires, interviews, and document analysis, and analyzed using SPSS version 24 alongside qualitative narrative analysis for triangulation. The findings indicate that while instructional leaders play a vital role in academic performance, their effectiveness is hindered by factors such as inadequate training, insufficient stakeholder involvement, and a lack of clear vision. These deficiencies negatively impact student achievement and contribute to indiscipline. The study also finds a moderate positive correlation between instructional leadership and academic performance across grade levels, particularly in Grade 10. Major challenges include large class sizes, insufficient leader training, and lack of community engagement. The study concludes that significant knowledge gaps exist in implementing effective instructional leadership. Recommendations include the development of training programs for leaders, focusing on positive disciplinary methods and enhancing collaboration with community stakeholders to improve academic outcomes in the region.