Roles and Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia

2014 ◽  
Vol 1 (1) ◽  
pp. 48
Author(s):  
Misganaw Alene Tsegaye ◽  
Birara Asnakew Moges
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Student Learning ◽  
Amhara Region ◽  
South Gondar

scholarly journals Roles And Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia

2014 ◽  
Vol 1 (1) ◽  
pp. 48-69 ◽  
Author(s):  
Misganaw Alene Tsegaye ◽  
Birara Asnakew Moges
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Student Learning ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
The South ◽  
Teachers And Students ◽  
Effective Teaching And Learning ◽  
School Heads ◽  
South Gondar

This study examined the roles and challenges of secondary school instructional leadership for the achievement of student learning in some selected schools in the South Gondar, Ethiopia. The researchers used a descriptive research design of survey type and gathered data through questionnaire and interview. The sample of this study comprises; principals, unit leaders, teachers and students in eight secondary schools in the South Gondar Zone. Thus, one hundred seventy five (175) teachers, seventy five (75) instructional leaders (20 principals, 11 unit leaders & 44 department heads), two hundred eighty five (285) students and eleven (11) officials at regional and district level were selected. Five research questions guided the study. The data collected were analyzed through the computation of percentages. Findings indicated significant relationships between distributed leadership and school goal achievement; teachers’ professional development; instructional programme management; effective teaching and learning; and promotion of school climate which include facilitating and understanding of the lesson, create an interesting environment with high class participation. Based on this finding, school heads/authorities should make it mandatory that distributed leadership should be adopted in such a way that everyone in schools is empowered to make his or her job more efficient, meaningful, and effective.

scholarly journals Effective Instructional Leadership can Enhance Teachers’ Motivation and Improve Students’ Learning Outcomes

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 477-485
Author(s):  
Dr. Farah Naz ◽  
Surryia Rashid
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
School Principal ◽  
School Level ◽  
Instructional Leaders ◽  
Public And Private ◽  
Motivation Level ◽  
The Impact

School principals as instructional leaders set clear goals, manage the instruction and curriculum, observe lesson plans, dispense resources and assess teachers consistently. They focus to improve the quality of teaching and aim to nurture student learning. The present study was conducted to investigate the impact of instructional leadership on teachers’ motivation level and students learning outcomes at the secondary school. The research will create awareness among the instructional leaders that how important their actions are in making a conducive school. The research will create awareness among the instructional leaders that how important their actions are in making the school culture more effective and conducive. The sample size consisted of 400 teachers from public and private secondary schools. A questionnaire was used as a tool to collect data. The research was quantitative. A survey design was used to see the impact of instructional leadership on the teachers’ motivation level and student achievement at the Secondary School Level. The questionnaire contained 35 items which were arranged into three factors, such as Instructional leadership, teacher motivation, and student learning. It was based on a five-point Likert scale. The findings of the research showed that both the male and female teachers of the public and private schools agreed that the instructional leaders encouraged teamwork developed positive relationships between parents and school staff. They agreed that the school principal tried to change the school climate according to the new trends.

Instructional Leadership: An Essential Ingredient for Improving Student Learning

2004 ◽  
Vol 68 (3) ◽  
pp. 243-253 ◽  
Author(s):  
Charles E. Ruebling ◽  
Shirley B. Stow ◽  
Frances A. Kayona ◽  
Nancy A. Clarke
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Essential Ingredient ◽  
Improving Student Learning

The Nexus of Autonomy and Instructional Leadership in Selected School Clusters in Zimbabwe

2021 ◽  
pp. 002205742110325
Author(s):  
Jeriphanos Makaye ◽  
Loyiso C. Jita ◽  
Kudakwashe Mapetere
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Leadership Practices ◽  
And Control ◽  
School Heads ◽  
Improve Student Learning

This article examines the nexus of autonomy and instructional leadership in school clusters in Zimbabwe. Using the Better Schools Programme of Zimbabwe cluster, teachers and school heads were interviewed on their perspectives on how autonomy influences instructional leadership practices. Results established that clusters provide schools with the freedom to determine the activities deemed necessary to improve student learning. However, although autonomy is prescribed in the policy, inadequate resources provided to schools render them less autonomous and ineffective in this endeavor. The article argues for a more deliberate and deeper discourse about the challenges of balancing autonomy and control.

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