Instructional Leadership Roles

Although primary school principals of Lode Hetosa Woreda made a good attempt to practice the instructional leadership roles as they were expected, the study revealed many gaps. They did not continuously evaluate teacher's performance and provide frequent feedback to motivate teachers. There was absence of frequent classroom observation and inbuilt supervision. This may hamper the attempt which is being made to ensure the quality of education which in turn may negatively affect the attainment of desired goals. The other gap observed was staff professional development program was not promoted as expected. However, MoE designed different programs to ensure the quality of education. Among the program are implementations of CPD. Provision of training on identified skill gaps. However, such staff development programs were absent in the schools. Thus, it is hard to say that teachers implement new instructional strategies which help schools to be successful in achieving their goals.Teachers were not involved to take part in the development of school mission.

Autorentext

Gutema is one of the government workers in Lode Hetosa Woreda of Arsi Zone In Ethiopia. He is a BA holder struggling for his MA in 2014. He likes to continue his study on Instructional Leadership Roles widening the scope of the study in near future.