Instructional Leadership Practices and Challenges: The Case of Primary School Principals in Liban Jawi Woreda of West Shoa Zone

Table 1

Respondents view on instructional leaders practice of their leadership role.

No.	Item description: school principal as an instructional leader	Response	Respondents			Total mean score
			Teachers (n = 114)	Principals (n = 7)	Vice principals (n = 6)
1	Defines vision, mission, and goals of the school in clear and concrete words and communicating with the school stakeholders	Mean	2.37	2.29	2.47	2.37
		SD	0.95	0.488	1.033
2	Communicates the vision, mission, and goals of the school with teachers, students, and parents	Mean	2.61	2.72	2.43	2.58
		SD	0.97	0.690	0.983
3	Supervises and evaluates teaching learning activities with teachers	Mean	3.47	3.43	3.50	3.47
		SD	0.96	0.535	0.548
4	Facilitates conditions for students to get adequate educational materials and services	Mean	3.05	2.71	2.83	3.04
		SD	0.89	0.577	0.983
5	Discusses with students themselves, teachers, and parents to enhance the students’ academic achievement	Mean	2.05	2.71	2.83	2.53
		SD	0.98	0.488	0.753
6	Ensures the presence of appropriate use of instructional time	Mean	2.37	2.57	2.13	2.35
		SD	0.97	0.535	0.753
7	Facilitates provision of on-job training, workshops, and seminars for teachers to promote their professional development	Mean	2.44	2.71	3.67	2.43
		SD	1.06	0.488	0.516
8	Plays important roles to make the schools’ environment clean, comfortable, and safe for learning	Mean	3.39	3.43	3.33	3.40
		SD	0.97	0.535	0.516
9	Provides incentives for teachers and students to develop their motivation in teaching learning activities	Mean	2.16	3.29	2.17	2.54
		SD	1.01	0.488	0.983
10	Provides professional supports for teachers in classrooms and out of classes	Mean	2.23	3.09	2.43	2.58
		SD	0.96	0.756	0.753

Note: SD, standard deviation; significant level = 0.05; t-critical value = 1.99; mean scores: 1.00–1.80 = strongly disagree, 1.81–2.60 = disagree, 2.61–3.40 = medium, 3.41–4.20 = agree, and 4.21–5.00 = strongly agree.