Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/14092
Title: The instructional leadership roles of principles and their relationship with school improvement of public secondary schools of SNNPR Ethoipia
Researcher: Habtamu Gezahegn Negash
Guide(s): Rao, Nimma Venkata
Keywords: leadership
principles
Ethoipia
school improvement
SNNPR
public secondary schools
Upload Date: 17-Dec-2013
University: Andhra University
Completed Date: April 2013
Abstract: The major purpose of this study was to assess the instructional leadership roles of principals in public secondary schools of two selected zones of SNNPR and scrutinize the relationship of these roles with school improvement. The research was conducted in five secondary schools that were selected using a random sampling technique. The subjects of the study were 231 teachers, 317 preparatory students, five school principals, 12 PTA members (two groups), and two zonal education Department staff members. Questionnaires were pre-tested in adjacent secondary school and necessary rectifications were made before dispatching them to the subjects of the study. Information was solicited from teachers and students using questionnaires while the interview was employed to collect data from principals, and zonal staff members. Further, information from PTA members was gathered using focus group discussion method. Descriptive statistics such as percentage, mean, and standard deviation and inferential statistics like One-way ANOVA and Pearson s product moment correlation coefficient were used for data analysis. The findings of the research revealed that there was a strong positive relationship between instructional leadership and school improvement, and between school improvement and student achievement. There were good practices of CPD and resource allotment by school principals, but teachers were not fully involved in school CPD. The practices of supervisory services were relatively minimal. Principals emphasized the instructional aspect of their job but the budget allotted to the instructional program was inadequate. Hence, it was recommended that the share of the budget allotted to the instructional programs need to be augmented. Students and teachers should also be involved in school supervision. Further, school based training on CPD should be arranged for teachers.
Pagination: 317p.
URI: http://hdl.handle.net/10603/14092
Appears in Departments:Department of Education

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01_title.pdfAttached File42.78 kBAdobe PDFView/Open
02_dedication.pdf50.11 kBAdobe PDFView/Open
03_declaration.pdf112.77 kBAdobe PDFView/Open
04_certificates.pdf112.38 kBAdobe PDFView/Open
05_acknowledgement.pdf33.98 kBAdobe PDFView/Open
06_contents.pdf395.59 kBAdobe PDFView/Open
07_list of tables.pdf308.8 kBAdobe PDFView/Open
08_list of figures.pdf197.22 kBAdobe PDFView/Open
09_acronymns.pdf113.82 kBAdobe PDFView/Open
10_abstract.pdf92.35 kBAdobe PDFView/Open
11_chapter 1.pdf709.86 kBAdobe PDFView/Open
12_chapter 2.pdf644.64 kBAdobe PDFView/Open
13_chapter 3.pdf353.9 kBAdobe PDFView/Open
14_chapter 4.pdf1.76 MBAdobe PDFView/Open
15_chapter 5.pdf650.38 kBAdobe PDFView/Open
16_references.pdf250.97 kBAdobe PDFView/Open
17_appendix.pdf975.37 kBAdobe PDFView/Open


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