Abstract:
The purpose of this study was to examine the relationship between instructional leadership and teachers’
motivation in Ambo town secondary schools. The study was guided by correlation research design of the
quantitative method. By using comprehensive sampling technique (for selecting four schools), 88
participants of teachers were involved in a research through simple random sampling technique from five
Ambo town secondary schools. Two data gathering instruments developed from literature, namely
instructional leadership questionnaire which has 25 items and teachers’ motivation questionnaire which
has 22 items. The survey data was processed by using an SPSS (version 27). Descriptive statistics such as
mean, standard deviations, two-tailed Pearson correlation and inferential statistics like regression analysis
were used for analysis. The findings of the study show that coordination of instructional programs
(M=3.36) was mostly implemented among instructional leadership practices. Internal motivation has
higher mean score (3.92) than extrinsic teachers’ motivation with mean scores of (2.97). Instructional
leadership practices have strong and significantly positive correlation with teachers’ intrinsic motivation
(.808**), teachers’ extrinsic motivation (.821**) and the overall result of instructional leadership practices
(.835**) has significant relationship with P-value of (.000) with teachers’ intrinsic motivation, teachers’
extrinsic motivation, and overall teachers’ motivation. The researcher concluded as the instructional
leaders are proactive in initiating new programs that have an instructional emphasis, teachers in Ambo
town secondary school have a high level of intrinsic motivation, and instructional leaders lowly practice to
reinforce superior performance by teachers as a reward for special contributions to the school. Finally, the
researcher forwarded possible recommendations for Oromia Education Bureau, Ambo town Administrative
body, Ambo town Education office, Instructional leaders of Ambo town secondary schools, and Ambo town
secondary school teachers to improve the lowly observed instructional leadership practices and teachers’
extrinsic motivation collaboratively.
