INSTRUCTIONAL LEADERSHIP EFFECTIVENESS OF SECONDARY SCHOOL LEADERS IN WEST GUJI ZONE OF OROMIA REGIONAL STATE

<strong>ABSTRACT:</strong> The purpose of this study was to assess the instructional leadership effectiveness of secondary schools Leaders in West Guji zone of Oromia Regional State and to investigate some of the factors that affect the Instructional leadership effectiveness. The descriptive survey method was employed in this study. A descriptive survey describes and interprets what is there currently. In this study, both primary and secondary data sources were employed. The study was conducted in5 Secondary Schools selected from 10woredas by using a combination of simple random, purposive and available sampling techniques 5 principals,5 vice principals,5 WEO leaders, 121 teachers and 5 supervisor were used as the subjects of the study to obtain the necessary data. Questionnaire, document analysis and unstructured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage, mean, standard deviation and t-test statistical analyses procedures. Findings from the data analysis revealed that most school leaders are not strong (effective) neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department head, a leader appeared to have significant relationship with Instructional Leadership effectiveness. Following the findings the drawn conclusion was, the quality of leadership effectiveness `plays a leading role in realization of quality of education while the poor instructional leadership deliver greatly affect the quality of education. As a result of research finding shows, in the West Guji zone the area in which this research was conducted, the effects of weak instructional leadership greatly affect the effectiveness of Leadership. Based on this finding, recommendation made by the researcher Includes, Regional Education Bureau in collaboration with zone and district education department should define the instructional leadership effectiveness of leaders clearly in terms of the five dimensions, provide trainings in the area, revise and improve the selection and appointment criteria of leadership positions.