THE INSTRUCTIONAL LEADERSHIP PRACTICES OF SCHOOL PRINCIPALS IN ENHANCING INSTRUCTIONAL ACTIVITIES IN SECONDARY SCHOOLS OF ALETA WONDO CLUSTER, SIDAMA ZONE

<strong>ABSTRACT: </strong>The purpose of this study was to assess the instructional leadership practices of school principals in Enhancing Instructional Activities of Secondary Schools in Aleta Wondo cluster, Sidama Zone. To achieve the purpose of the study, the explanatory research design with qualitative research method was intensively employed. The study was conducted in eight secondary schools in Aleta Wondo Cluster, Sidama Zone. A total of 59 teachers, Woreda education expert, instructional principals, supervisors and teachers/ department heads/ from the sample woredas and eight secondary schools of Aleta Wondo cluster were participated in the study through simple random sampling and purposive sampling technique. The study was employed by qualitative research method that employed qualitative data collection tools such as semi-structured interviews and Focus Group Discussion (FGD). The qualitative data was analyzed thematically. The findings of the study revealed that school leaders have moderate support to teachers and school principals, are not getting sufficient support in the use of modern teaching techniques, and supply of resources. The secondary school principals "did not believe in individual capacity and background differences of personality and teaching styles. Concerning hindering factors that affected instructional leadership practices were lack of incentives, the pressure from other jobs, leader"s unwillingness to take risks, ill-discipline among learners and teachers; poor management and inadequate teaching-learning materials, were found to be the major factors that affected the effectiveness of instructional leadership in the secondary schools. Hence, it is recommended that monitoring and evaluation should be done continuously to help and build the capacity of teachers. Principals should develop a network of principals aimed at creating a culture of mutual dependency and support about effective instructional leadership strategies. Moreover, principal as a staff developer should develop a pool of resourceful staff members who have the responsibility to plan, design and present staff development programs for teachers.