Abstract:
The purpose of the study was to investigate principals’ instructional leadership Practice in
government secondary schools of Lege Tafo Sub-city. To accomplish this purpose, the study employed
a descriptive survey design. The study was carried out in four secondary schools of Lege Tafo
secondary schools by using simple random sampling. The total sample size of the study was 158. The
study employed, both quantitative and qualitative methods, Accordingly, Primary and secondary data
were used. Questionnaire, interview, and document analysis were used to collect data. The data
collected were analyzed by using percentages, means, weighted means and an independent sample t test used by computing the data on SPSS version 26. The results of the study revealed that the school
practices were ineffective. School leaders were involved in leading the school without having prior
leadership qualification and adequate training in school leadership. School leaders were also
inefficient in promoting professional competence of teachers, creating strong school-community
relationship, developing the school mission and vision, evaluation of performance. Furthermore, the
study revealed that: lack of qualified and well-trained school leaders, lack of training and experience
sharing within school and with surrounding schools, inadequate participatory decision making,
insufficient motivation of teachers and inadequate communication skill of school leaders were factors
that hinder leadership effectiveness. Finally, the following recommendations were forwarded: the sub city educational offices, in collaboration Oromia regional education bureau, need to provide
educational training to the school leaders to strengthen their capacity, awareness on the part of
school leaders and teachers through in-service training, continuous professional development and
experience sharing so as to improve their professional growth and teaching learning activities to
alleviate the factors that hindered proper implementation of school leadership practices.
