The purpose of the study was to investigate instructionai leadership practices and challenges in secondary schools ofAsossa zone. In order to address the objectives of the study, a descriptive survey method was employed The population of the st11c(l' was -; woredas, l 5 schools. 266 teachers. 20 principal and vice principals. and 3 woreda experts. The sample size consists of 3 woredas, 8 schools. 12 principals and vice principals, 172 teachers, and 3 woreda experts. Simpte runaom anu r;umpr(:/u;n)·i ·r.: sampling technique: were appiied to seleci the respondents To gather the necessary data. questionnaire and interview guide were used Data were analyzed and interpreted by using differe11r stati st ical tools like Percentage, one sample I-test, weighted mean, and mean ranking to address the basi~ questions under study. The finding regardingfunctions of instructional leadership revealed that. coordination of the curriculum, providing' incentivefor teachers, and incentive for students 1110s not well performed byprincipals in the zone. Besides. principal 's role in communicating school goals, supervision and evaluation of instruction. monitoring ofschool progress. protection of instructional time. maintaining high visibility. and promoting professional development were performed inadequately. However, the study revealed that principals seem to be good in faming school goals With respect to dimensions al instructional leadership relatively well performed in the zone were defining school mission followed by managing instructional program, and promoting school climate respectively. The sr11dy also i ndicat e d that the principals were using strategies like discussion with teacher. students, and parents on instructional activities. making students use available instructional materials properly. and reinforcing well performing students through different award to improve instructional leadership practices. However, they were highly challenged by shortage and insufficient utilization of instructional materials, poor communication with superintendents and subordinates, lack of experience, training. courage and commitment. heavy work load and lack of teachers· cooperation. In general. the instructional leadership practices in the zone seem poor if the same happens in all schools. it might be a threat to the secondary 7ducation in the zone. On top of the problems recommendations are forwarded to address the challenges the principals faced in their instructional leadership activities mainly focusing on empm1 ering both, principals and schools to foster instructional leadership practices in the secondary schools a/the zone.

Submitted in Partial Fulfillment of Requirements for the Degree of Master of Arts in Educational Planning and Management