EFFECTIVENESS AND DETERMINANT OF INSTRUCTIONAL LEADERSHIP IN SECONDARY SCHOOLS OF GEDEO ZONE

ABSTRACT: This study was conducted to assess the effectiveness and determinant of instructional leadership in secondary schools of Gedeo Zone. To conduct the study, sequential explanatory research design of mixed method approach was employed. Based on this, a total of 165 teachers and 35 school leaders (principals, vice principals and department heads) were selected using simple random sampling technique whereas 5 cluster supervisors and 5 WEO heads were selected purpose sampling technique. Questionnaires and interviews were used for the purpose of collecting relevant data. Data obtained through questionnaires were analyzed using statistical tools like mean, weighted means, Analysis of Variance (ANOVA) and independent-samples t-test while qualitative data were analyzed in narrative form. The finding of the study revealed that school leaders in the study area were less effective in performing instructional leadership to the expected level were lack of ensuring the timely allocation of resources, lack of resource for education and untimely transfer of teachers, lack of training and lack of regular support; absence of promoting a conducive school learning climate establishing supportive and motivating atmosphere in which staff, parents and students are encouraged to work. In addition, school leaders ineffective instructional leadership regard to lack of courage to take risks at time for the improvement of instruction, lack of capacity of organizing the school community for leadership work, lack of cooperation and commitment for instructional improvement, lack of set exemplary roles by working hard. The study's findings also indicate that the principals’ age and work experience has significant impact on their leadership effectiveness. Accordingly, it was concluded that almost all of the school leaders were not effectively leading core activities of their schools by forming communal cooperation within the school and collaboration of community outside the schools. Finally, to minimize and if possible to solve the problems, the following recommendations were drawn; the ZED and WEO in collaboration with concerned body should be create and facilitate different trainings, seminars and workshops for school leaders and teachers; enrich resource for education and immediately replace teachers. School leaders should be enhance and promote positive learning climate and culture by available and visible in the school compound during instructional time, rewarding teachers and students for their best performances publically and timely, giving due emphasis to instructional issues and students achievements. Furthermore, school leaders should be need to think their own income generating sources through improving their relationship with local NGOs’, potential stakeholders, community, parents, and other partners.