Alemayehu, Easaw (2021) PRACTICES, OBSTACLES AND BENEFITS OF INSTRUCTIONAL LEADERSHIP AT PRIVATE SCHOOLS OF ADDIS ABABA, ETHIOPIA. Academy of Educational Leadership Journal, 25 (S3): S3. pp. 1-18. ISSN 1528-2643-25-S3-183
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Abstract
Instructional leadership is getting more attention these days because of its direct
connection to the basic activities of schools. Even though the majority of studies agree that
instructional leadership is important to a school's success, school administrators typically
neglect it. As a result, the study's objective was to investigate instructional leadership
practices, obstacles and benefits in Addis Ababa's private schools. The study's objectives
were met by employing descriptive survey method. 200 teachers, 100 department heads, 100
principals, and 100 vice principals from private schools in the ten sub-cities participated in
the survey. Totally, 500 respondents were participated. The research participants were
chosen using simple random and available sampling techniques. A questionnaire was used to
collect information on key instructional leadership practices, obstacles, and benefits. The
survey tool created by Hallinger and Murphey, the Principal Instructional Leadership Rating
Scale (PILRS), was modified and utilized by the researcher. To analyze and interpret the data
obtained from these respondents, the percentage, mean, standard deviation, and mean
ranking were employed. Quantitative values were identified with an average mean scores
ranging from 1.00-2.49 for low, 2.50-3.49, 3.50-4.49, and 4.50-5.00 for moderate, high, and
very high, respectively. In addition to the questionnaire, a systematic open-ended eight-item
interview was used to obtain data from the ten sub-city respondents. According to the data
finding, instructional leaders' duties in communicating school goals, overseeing and
assessing teaching, monitoring school achievement, protecting instructional time,
maintaining high visibility, and promoting professional development are all at moderate and
high. On the other side, curriculum coordination, teacher incentives, and student incentives
are all high. In private schools in Addis Ababa, Ethiopia, instructional leadership approaches
appear to be moderate, according to the finding.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Depositing User: | Easaw Alemayehu |
| Date Deposited: | 30 May 2022 12:25 |
| Last Modified: | 30 May 2022 12:25 |
| URI: | https://tudr.org/id/eprint/513 |
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