Seifu, Workagegn (2016) Practices and Challenges of Instructional Leadership in Catholic Secondary Schools in Addis Ababa City Government. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to assess practices and challenges of instructional leadership in Catholic Secondary Schools in A.A City Government and to find the barriers that asses these practices and problems of instructional leadership as well as to determine the possible solution for these problems. In order to meet the objectives of the study descriptive survey research design was employed. Participants of the study were 82 teachers and 8 principals by using random sampling and available sampling technique respectively. The data were collected by using questionnaires and interview. Both qualitative and quantitative data analysis method were employed in order to reach to the result. The data were entered into statistical package for the social science (SPSS version 20.0) software. Statistical measures were performed on quantitative data assembled from the respondents; frequency count, percentage, mean, standard deviation and average mean were conducted. Moreover, data gathered through interview, open-ended questionnaire and observation were considered to complement the close-ended questionnaires in narrative form. The analysis made on the bases of nine factors, that are curriculum development, staff development, evaluating the instruction, instructional supervision, research work , decision making, qualities of leadership and communication. The finding of this study revealed that the school principals gave more emphasis on the evaluation of instruction, classroom supervision, research work, qualities leadership and communication; but the other school function were relatively ignored such as curriculum development, staff development, decision making and making appropriate leadership style in the school. Furthermore the study has shown that among the possible challenges of instructional leadership those that are related to heavy administrative work load and lack of transparency in assigning school principals. Based on the findings, it was concluded that: Catholic Schools were to some extent incapable of enhancing teachers’ professional skill development and staff development. Finally it was recommended that position attainment conditions must be transparent. Besides, principals should strive to bring enthusiasms that help them to execute their duties and responsibilities. Furthermore, continuous professional development training on school leadership functions to principals is significant for the purpose of the principals to incorporate educational leadership tasks.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Instructional leadership, Leadership, Practice, School leader |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Africana |
| Depositing User: | Vincent Mpoza |
| Date Deposited: | 27 Nov 2018 10:39 |
| Last Modified: | 27 Nov 2018 10:39 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/7808 |
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