INSTRUCTIONAL LEADERSHIP PRACTICE
OF PRIMARY SCHOOL PRINCIPALS
IN JABI TEHNAN WOREDA
OF WEST GOJJAM ZONE
(TEACHERS’ PERCEPTION)
BYMESSELE BEZA AYELE
EDUCATIONAL PLANNING AND MANAGEMENT DEPARTMENT FACULTY OF EDUCATION AND BEHAVIORAL SCIENCE
BAHIR DAR UNIVERSITY
JUNE 2012
INSTRUCTIONAL LEADERSHIP PRACTICE
OF PRIMARY SCHOOL PRINCIPALS
IN JABI TEHNAN WOREDA
OF WEST GOJJAM ZONE
(TEACHERS’ PERCEPTION)
Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art in Educational Planning and Management
BYMESSELE BEZA AYELE
AdvisorATO TEMESGEN MELAKU
Educational Planning and Management Department
Faculty of Education and Behavioral Science
Bahir Dar University
JUNE 2012BAHIR DAR
The thesis titled “An Assessment on Instructional Leadership Practice and Challenges of
Primary School Principals in Jabi Tehnan Woreda of West Gojjam Zone” by Messele
Beza is approved for the degree of Master of Arts in Educational Planning and
Management.
Board of Examiners
Name Signature
Advisor: Ato Temesgen Melaku _____________________
Internal Examiner: Ato Adane Tesera _____________________
External Examiner: Dr. Amare _____________________
Date: _______________ _____________
ACKNOWLADGMENTS
The completion of this thesis has been a journey of personal improvement that could not
occur without the support and assistance of my advisor. Hence, I utmost would like to
extend my sincerest admiration and gratitude to Ato Temesgen Melaku. I am extremely
providential and blessed to have you, in my corner. I heartily thank you, for your
professionalism, tolerance, and capability to guide me right.
I also would like to respect and thank, the three years old child of mine, Mikiyas Messele,
who was accustomed to stop playing at night for the sake of this work and surprisingly
offering me an encouraging word “AIZOH”.
In addition to this, I want to pass my warm gratitude to my cohere friends and colleagues
who provided me valuable advice and necessary materials throughout the completion of
this research.
Finally yet importantly, I thank my staff members, especially Esubalew Aynetaw and
Haymanot Yitayih for their credible support in typing both the draft and final work of this
thesis.
TABLE OF CONTENTS
Contents Page Acknowledgements IV Table of Contents V
List of Tables VI
Acronyms VII
Abstract VIII CHAPTER ONE: INTRODUCTION 1.1 Background of the Study 1 1.2 Statement of the Problem 4 1.3 Objectives of the Study 61.4 Significance of the Study 61.5 Delimitation of the Study 71.6 Limitation of the Study 71.7 Definition of Key Term 8 CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Concept of Educational Leadership 92.2 Development in Instructional Leadership 102.3 Conceptual Frame Work of Instructional Leadership 11 2.3.1 Defining School Mission 11 2.3.2 Managing Instructional Program 122.3.3 Creating Positive School Learning Climate 182.4 Factors Affecting Instructional Leadership Practice 222.4.1 Personal Factors 222.4.2 Institutional Factors 242.4.3 Environmental Factors 25
CHAPTER THREE: METHODOLOGY OF THE RESERCH3.1 Design of the Study 303.2 Population, Sample and Sampling Techniques 303.3 Data Collection Instrument 313.3.1 Pilot Study 323.4 Procedure of Data Collection 333.5 Data Analysis 33 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSION
4.1.1 Characteristics of Respondents 354.1.2 Level of Instructional Leadership Practice 364.1.3 Comparison with Respect to Principals’ level of Education 43 4.1.4 Comparison with Respect to Principals’ Years of Service 46 4.1.5 Factors Affecting Instructional Leaders 47 4.2 Discussion 54 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 Summary 605.2 Conclusion 635.3 Recommendation 64REFFERENCES 68 Appendices-A Appendices–B Appendices-C Appendices–D Appendices–E Appendices--F
LIST OF TABLES
Page
Table 1: Respondents’ Demography 35
Table 2: One Sample T-test for Defining School Mission 37
Table 3: One Sample T-test for Managing Instructional Program 39
Table 4: One Sample T-test for Creating Positive School Climate 41
Table 5: Independent T-test for comparison with Respect to Level of Education 44
Table 6: Comparisons for Instructional Leadership Practice with Respect to
Years of Service 46
Table 7: One Sample T-test for Personal Factors 48
Table 8: One Sample T-test for Organizational Factors 50
Table 9: One Sample T-test for Environmental Factors 52
Table 10: One Sample T-test for Summary of Factors 53
ACRONYMES /ABRIVATIONS/
TQM: Total Quality Management
MoE: Ministry of Education
ESDP, I- IV: Education Sector Development Program, 1- 4
SIP: School Improvement Program
AREB: Amharic Region Education Bureau
ETP: Education Training Policy
USAID: United States of America International Development
AED: Academic for Educational Development
GEQUIP: General Education Quality Improvement Program
PIMRS: Principal Instructional Management Rating Scale
LLBWA: Leading and Learning by Wondering Around
JRM: Joint Review Mission
KETB: Kebele Education and Training Board
PTA: Parent and Teachers Association
CPD: Continues Professional Development
ABSTRACT
This study sought to explore instructional leadership practice adopted by primary school principals, as conceptualized by Hallinger and Murphy theory of instructional leadership (1985 and 2008). It was carried out in primary schools of Jabi-Tehnan woreda of West Gojjam zone. The study, based on teachers’ perception, focused on investigating the extent of instructional leadership practice by principals as well as exploring the challenges that principals face while practicing the leadership. Comparison also made to detect if there was significance difference among principals with respect to demographic variables. This research is a descriptive research which was conducted typically based on quantitative data analysis approach. Stratified sampling technique with disproportional allocation of schools was employed. The study was carried out on a population of 1013 teachers with a sample consisted of 152 teachers taken from 13 schools led by degree holder principals (n=79) and 14 schools led by diploma holder principals (n=73). For data collection Hallinger and Murphy Instructional Leadership rating scale (PIMRS) and self prepared questionnaire for the challenges were administered. Moreover, interview and document check up were conducted in order to triangulate the data obtained from questionnaire. All instruments were translated to Amharic. For data analysis and interpretation descriptive statistics and parametric tests (t-test, one-way ANOVA and independent sample t-test) were used. The result shows that managing instructional program and creating positive climate practiced high while defining school mission was practiced medium. Despite this result communicating school goal, coordinating curriculum, proper use of instructional time, and proper use of incentives for teachers are some of the problematic areas that need improvements. Instructional leadership practice of principals did show significance difference with respect to service year difference, but not to levels of education. On the other hand, leadership practice was affected by problems created by students, over work load, lack of human resource, lack of PTA and KETB participation, lack of budget, lack of incentives, lack of motivation, and lack of experience in leadership. Woreda and Zone educational officials and political leaders must stand beside schools. Continuous training with performance monitoring, budget increment, timely fulfillment of human and material resources and enhancement of community participation are so vital. Moreover, especial training for principals on the skills of communication, motivation, developing team work and proper use of time shall be given soon. Any short or long-term training should be accompanied with effective and regular monitoring and evaluating system that help to test the progress and offer valuable feedback. In general primary school principals were not practicing instructional leadership adequately.
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