PRACTICES AND CHALLENGES OF INSTRUCTIONAL LEADERSHIP IN SECONDARY SCHOOLS OF GEDEO ZONE

<strong>Abstract: </strong>The purpose of the study was to identify the instructional leadership practices and challenges in Gedeo zone secondary schools. The study employed mixed method. The total school found in Gedeo zone were 25 out of these,6 school were selected purposively. The total sample population of the research were 89.Out of these 58 teachers as a questionnaire respondents, 6 principals, 6 Supervisor’s and 7 department heads were selected to be the participants of the interview and . 12 PSTAs were the participants of FGD. Accordingly, a questionnaire was prepared for teachers. For the qualitative data individual interviews with PSTA, department heads, supervisors and school leaders was held. Data obtained through questionnaires were analyzed using descriptive statistical tools such as frequency, percentage , mean and standard deviation. The data obtained through interview was analyzed qualitatively in-depth narration. The findings of the study revealed that Principals did not show their skills in developing schools vision, mission, goal and objectives. They were not initiating teachers to improve the existing curriculum, ineffective in staff development. In their practices of working with teachers, students, and community they perform well in creating link between them and school to improve students' achievements. As for the challenges of instructional leaders lack of training in school leadership, lack of adequate resources, work overload, lack of personal quality, high turnover, problems of working with parents are among the challenges. In conclusion, even though instructional leaders were effectively work in the relationship with the school community and students achievements. The above findings revealed that, the practice of instructional leadership effectiveness was faced by lack of adequate skill, training and knowledge, vision, will and courage, availability of resources of instructional leaders were highly hindered the practice of instructional leadership effectiveness in the studied schools. Finally he researcher recommends that the Woreda Education Office should help the school leadership by providing training on planning and management of resources, by establishing the role of leadership team member at the school level and by providing financial support or services to schools.