Abstract:
The purpose of this study was to examine the effectiveness of principal’s instructional leadership in government secondary schools of Holeta administration. To serve this purpose descriptive survey research design was employed along with quantitative and qualitative research approach. For the study one towns’ administration was selected purposively. Simple random sampling Technique was selected for 5 out of 6 secondary schools were included using simple random sampling techniques. 94 teachers and 57 school leaders were selected using simple random sampling, techniques. Questionnaire was used as main tool of data collection from teachers and school leaders. Data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and inferential statistics like independent sample t-test while narrative analysis approach was used to analyze qualitative data. The findings of the study revealed that instructional leadership inadequately develop a set of annual school wide goals focused on student learning. Instructional leadership practice to promote communication among teachers, supporting professional development of teachers, and providing individual support for teachers and developing best practice of the school to improve instructional leadership practices were poorly performed. The role of principal was low in evaluating the curriculum. In conclusion, principal’s role was weak in conduct classroom supervision and provides immediate feedback. In addition, principal’s play their role weak in promoting instruction by conducting conference. Workload of principal, leaders training deficit on curriculum and instructional methodology, deficiency of instructional resource and interferences of Town education office in the function of the principals were highly affecting challenges that hinder principal’s performance in the area principals instructional leadership role in school. It is recommended that the school leaders need to play their instructional leadership roles appropriately in participating stakeholders in instructional practice. Moreover, education leaders particularly Town education officer better to provide appropriate training and support for school leaders in order to promote effective instructional practices of principals in the school
