Instructional Leadership Practices Of School Principals In Primary Schools Of Dire Enchin

Abstract

The purpose of this study was to explore the practices of the instructional leadership of school principals in primary schools of west show zone Dire Enchin Oromia regional state. Descriptive Survey design was employed. Twenty-four primary schools and total 113 respondents participated. Primary data sources was employed, Questionnaire and interview were data gathering instruments. Therefore, the data collected x through questionnaire was analyzed quantitate using tactical tools like percentage, mean, t-test and Standard deviation by using version 20 SPSS software. The interview and open ended data was qualitatively analyzed. The main findings included absence of principals‘ role to communicate the school‘s goals to teacher‘s student and parent and other stockholder in the study areas were the main agent of instructional leader ship practices misunderstanding and confusion, no or little instructional program management in the study areas. This can be attributed to the loose follow up of the principals in the study area. The resulted was a serious instructional processing problem In conclusion, the school principals did not sufficiently provide instructional leadership and unless the communicating school mission and goal get attention the teaching learning process status might be lowered The researcher recommended the following new model: primary school principals in the selected area was expected to have a vision and knowledge of instruction. In addition, they had to be committed to their work and be capable of creating a safe environment and a school culture conducive to effective teaching and learning.