Abstract:
The purpose of this study was to examine the relationship between instructional leadership
practices and student academic achievement in secondary schools of Ambo town. A
correlation research design was chosen to conduct the research. Participants in the study
were 43 school leaders selected using random sample techniques and 131 teachers using
simple random sampling techniques. Data were collected using questionnaires, interviews,
and document reviews. Questionnaires were used as the main instrument of data collection.
Both qualitative and quantitative data analysis methods were used to arrive at the results.
The data obtained by the number of questionnaires was analyzed using descriptive statistics
such as frequency, percentage, mean, standard deviation, independent t-test, and correlation
content analysis methods. The findings of the study showed that school principals were not
adequately practicing instructional leadership. Principals spend more time on administrative
tasks, which suggests that the behavior of instructional leadership is engaged in activities
that are not directly related to the learning process of the students. The findings reveal poor
instructional leadership, inefficient use of existing educational materials, a lack of time for
leaders to implement educational activities, and a lack of willingness in instructional
leadership to provide joint leadership, which was a major problem for leadership
performance. It has had a huge impact on education and resulted in very low school success
rates. Based on the findings, school principals as educational leaders were not performing
instructional leadership practice activities as expected, resulting in very low school success
and very low academic achievement among secondary school students in Ambo town. In line
with the above findings and conclusions it is recommended that Oromia education bureaus
and Ambo town education offices provide long-term and short-term training to equip them
with the necessary knowledge and skills for instructional leadership. Principals are better off
spending more time on teaching and learning to improve student academic achievement than
other all-environmental school activities. The heads of town education offices and the
regional bureau of education should establish a formal school monitoring and evaluation
system to monitor the success of schools and provide feedback.
