Examining principals’ instructional leadership practices at the middle schools in Banja Woreda, Ethiopia

Abstract

Abstract

Principals’ instructional leadership is considered as an essential component to school success. The purpose of this study was to investigate principals’ instructional leadership practices at the Middle Schools in Banja Woreda, Ethiopia. To meet its aim, the study employed a convergent parallel mixed method research design. In this investigation, 98 subject teachers, 5 woreda education experts, 4 vice principals and 7 cluster supervisors were selected. Through random sampling technique, 14 middle schools and their principals were selected. Questionnaire, interview and FGD were data gathering instruments used for the study. One sample t-test statistical tool was conducted for analysis of quantitative data and qualitative data was analyzed thematically. The findings demonstrated that the middle school principals were ineffective at carrying out the specified instructional leadership job functions and were unable to effectively manage the instructional program, define the school mission, and develop a positive school learning climate. The findings leads to the conclusion that the ineffectiveness of middle school principals in executing key instructional leadership tasks in Banja Woreda, Ethiopia, can significantly hinder student academic achievement. This finding of the study suggested that middle school principals should successfully exercise their roles as instructional leaders.

Keywords: instructional leadership, instructional leadership practice, middle school, subject teachers.