Abstract:
The purpose of the study was to assess the effects of principals’ instructional leadership on teachers’ collective efficacy in primary schools of Dallol Woreda, Afar Region. To attain the purpose, three research questions were raised related to the topic. To address the research questions both quantitative and qualitative research approaches were used. Descriptive survey design was the design used to approach the study. Twelve out of 44 primary schools in the woreda were included in the study based on simple random sampling technique in order to alleviate biases among the selected population. From these schools all the principals (12) were taken using Porposive sampling, 12 vice-principals using Purposive sampling techniques and 173(50%) of teachers were selected using simple random sampling techniques. Questionnaire for vice-principals and teachers were provided and interview for school principals were used to collect data. The data collected was analyzed using descriptive and inferential statistical tools. Advanced statistical techniques like multiple regressions and correlation matrix (r) were used. Descriptive statistics such as mean and standard deviation were employed to address teachers’ perception towards their teaching efficacy. The finding of the study revealed that promoting positive school learning climate i.e. protecting instructional time, providing incentive for teachers, providing incentive for learning, promoting professional development and maintaining high visibility have the lowest impact on teachers’ collective efficacy. The finding of the study also showed that instructional strategies, like classroom management and students engagement were found to be low. The study concluded that if instructional leadership role of principals and collective teacher efficacy can be isolated and not work in team the school cannot be succeeded. The study recommended that both instructional leadership and collective teacher’s efficacy must work in tandem to improve principals’ instructional leadership and teachers’ collective efficacy. Furthermore, the study recommended that school leaders should focus on their instructional leadership roles through improving positive school learning climate and managing instructional program to improve teachers’ efficacy and enhance students’ academic performances.
