FACTORS THAT AFFECT INSTRUCTIONAL LEADERSHIP ROLE IN IMPROVING STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS OF ILU ABABOR ZONE.

Abstract

Instructional leadership, learning environment, professional leadership, shared mission and clear goals, and professional growth of the teachers. The purpose of this study was to assess factors affecting instructional leadership in secondary schools of Ilu Ababor administrative zone. The research methods were both quantitative and qualitative. Out of 14 districts, 6 districts were selected by random sampling from six geographically clustered district administrations. Then again, teachers (234) and principals (18) of secondary schools as research participants were selected first by stratified sampling and then by lottery method and purposive sampling respectively to complete the questionnaire,.6 supervisors, 42 (male = 34, female = 8) zone and district education experts and 42 parent teachers associations were selected by purposive sampling technique to participate in the interview sessions. Besides, focus groups discussions were held with 42 department heads by random sampling technique. Consequently, the total participants in the study were 384. The collected data was analysed using statistical software (SPSS) version 20. To analyse the data from questionnaires, descriptive statistical analysis like frequencies, percentile, mean values, and standard deviation were used. The findings of the study indicated that the major factors affecting instructional leadership were lack of instructional materials; poor communication with school staff and stakeholders of the school; lack of in-service training in the area of instructional leadership; lack of courage and commitment by instructional leaders to perform instructional activities; interference by district education supervisors and others in decision making process; inconsistence operation of instructional activities and lack of cooperation of teachers; insufficient utilization of available instructional materials; and shortage of time for school principals to perform instructional activities. In conclusion, due to the above mentioned problems, instructional leadership performances in secondary schools of Ilu Ababor administrative zone were lagging behind the set goals and targets in secondary schools. Based on the findings, it is recommended that Ministry of Education , Regional Education Bureau, Zone Education office, and District administrations