Link between Instructional Leadership Practice And Students Academic Achievement In Secondary School Of Ambo Town

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.