Principal Instructional Leadership Practices In Implementing School Improvement Program In Secondery Schools Of Ambo Town Administration

Abstract

The objective of this study was to assess the principal instructional leadership Practice in implementing school improvement program in secondary schools of Ambo Administration Town. Both Correlation and Descriptive survey design was used with mixed quantitative and qualitative methods. The respondents were school leaders (principals, vice-principals, unit leaders) sample teachers were selected by using Multistage sampling technique and the study sampled 75 teachers, 13 principals and 15 unit leaders from target total population of 360. The instruments of data collection were questionnaires, interview, and document analysis. The data were analysed by using frequency, percentages, and standard deviation and focus discussion group. The data gathered through open –ended questions, interviews, and document analyses were analysed qualitatively through description for the purpose of group discussion. The findings of the principal instructional leadership Practice in implementing school improvement program in schools domain such as, school leadership and teaching learning process and low performance in the preparation stage of School Improvement program. Thus, secondary school leaders were not adequately preparing themselves with other responsible stakeholders and important financial and material resources. These problems in turn affected the implementation of School Improvement program in the secondary schools of Ambo Town Admiration.Regarding challenges, inadequate financial resources and man power, low level of commitment of school leaders, low support from community, scarcity of frameworks and guidelines were some of the challenges of secondary school leaders in implementing School Improvement program. In general, secondary school principal instructional leaders of Ambo Town were not effective in implementing some domains of school improvement program. Therefore, it is recommended that schools in collaboration with education Offices and Offices should give sustainable technical assistance including on job training for school leaders. Finally, the Town Education Bureau is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills