Abstrait

Practices, Obstacles and Benefits of Instructional Leadership at Private Schools of Addis Ababa, Ethiopia

Easaw Alemayehu

Instructional leadership is getting more attention these days because of its direct connection to the basic activities of schools. Even though the majority of studies agree that instructional leadership is important to a school's success, school administrators typically neglect it. As a result, the study's objective was to investigate instructional leadership practices, obstacles and benefits in Addis Ababa's private schools. The study's objectives were met by employing descriptive survey method. 200 teachers, 100 department heads, 100 principals, and 100 vice principals from private schools in the ten subcities participated in the survey. Totally, 500 respondents were participated. The research participants were chosen using simple random and available sampling techniques. A questionnaire was used to collect information on key instructional leadership practices, obstacles, and benefits. The survey tool created by Hallinger and Murphey, the Principal Instructional Leadership Rating Scale (PILRS), was modified and utilized by the researcher. To analyze and interpret the data obtained from these respondents, the percentage, mean, standard deviation, and mean ranking were employed. Quantitative values were identified with an average mean scores ranging from 1.00-2.49 for low, 2.50- 3.49, 3.50-4.49, and 4.50-5.00 for moderate, high, and very high, respectively. In addition to the questionnaire, a systematic open-ended eight-item interview was used to obtain data from the ten sub-city respondents. According to the data finding, instructional leaders' duties in communicating school goals, overseeing and assessing teaching, monitoring school achievement, protecting instructional time, maintaining high visibility, and promoting professional development are all at moderate and high. On the other side, curriculum coordination, teacher incentives, and student incentives are all high. In private schools in Addis Ababa, Ethiopia, instructional leadership approaches appear to be moderate, according to the finding.