Practices of Instructional Leadership in Supporting Teachers' Teaching in Government General Secondary Schools of Guji Zone

<strong>ABSTRACT:</strong> The purpose of this study was to investigate practices of instructional leadership in supporting teachers in the government general secondary schools of the Guji Zone. In order to meet the objectives of the study, an explanatory sequential mixed design and descriptive survey mixed research method was employed. Six Woredas: (Bore woreda, Ana Sora woreda, Adola Woyu, Adola Rede woreda, Wadara Woreda and Negele woreda) were addressed by this study. The researcher incorporated 59.34% (162) of the sample populations as respondents. Fifty four instructional leaders (main and vice principals, unit leaders and department heads) in the schools, 102 teachers, 6 school cluster supervisors were primary sources of data. Questionnaires, interviews and document analyses and focus group discussion were used for the purpose of collecting relevant data. Data obtained through questionnaires were analyzed using statistical tools like mean, grand mean, average mean, standard deviation and an independent sample ttest. Moreover, data gathered through interview, document analysis and focus group discussion were considered to supplement the questionnaires in narrative form. The finding of this study revealed that practices of instructional leadership roles as a practice of instructional leaders in school were highly recognized by respondents of teachers and instructional leaders while practices of school instructional leaders to provide professional support for teachers were ineffective implementation in the sampled schools because, (91.94%) instructional leaders and cluster supervisors were subject graduate who lack knowledge, skill and training aspects of instructional leadership profession. Based on the findings, it was concluded that the practice of instructional leadership were ineffective in supporting teachers in teaching instruction due to overburdened of instructional leaders: most of the time with non-academic administrative task, inadequate providing the necessary instructional material, absence of cooperation between teachers and instructional principals, lack of adequate training towards instructional leadership professions. It is good if instructional leaders give pay attention to promoting teachers’ professional skill development program through identifying training needs for teachers and enhance teachers’ capacity in teaching through workshop, short term training, and seminars.