PRACTICES AND CHALLENGES OF INSTRUCTIONAL LEADRSHIP IN IMPROVING STUDENTS' ACADEMIC ACHIEVEMENT IN PREPARATORY SCHOOLS OF GUJI ZONE, OROMIA REGIONAL STATE

<strong>ABSTRACT: </strong>The purpose of this study is to investigate the practices and challenges of instructional leadership in improving students’ academic achievements in preparatory schools of the Guji Zone. The study is used three basic research questions. To accomplish this purpose, descriptive survey design was used.. The sampling techniques used included comprehensive and simple random sampling. The sample size was 46 teachers, 24 department heads, six principals, four vice principals, four woreda education head office, four supervisors with the total of 87 participants out of 167 study populations. The data gathering tools employed were questionnaire, interview as well as document analysis. The participants of interview were supervisors and woreda education head office. Data obtained through questionnaires were analyzed using statistical tools like mean, average mean, standard deviation, an independent sample t-test and spearman correlation coefficient. Moreover, data gathered through interview and document analysis were considered to complement the questionnaires in narrative form. The finding of this study revealed that almost all (79.41%) instructional leaders were subject specialists, lacks skill and training, and lacks commitment and moral to accomplish their tasks and severe shortage of finance. Based on the findings, it was concluded that: Schools were to some extent incapable of enhancing teachers’ professional skill development and improving the student’s academic achievements .Generally, from the findings of the study, it was concluded that school leaders are not effectively playing their leadership roles as instructional leaders due to limitations of capacity and other resource constraints found in the school. Therefore, it was recommended that Woreda and Zone Education Offices should build the leadership capacities of the school leaders by providing necessary leadership training and technical, material and professional support to preparatory schools. School leaders should also be strongly committed to having instructional leadership roles.