The study was conducted to assess the current instructional leadership practices and challenges in the preparatory secondary schools of South Wallo Administrative Zone. To meet the objective instructional leadership dimensions related with defining school mission, managing the instructional program, promoting a positive learning climate and challenging factors encountered instructional leaders were the major study variables. Moreover, sixty eight instructional leaders, six supervisors and seventy six teachers were included as respondents from seven sample schools of the zone. Both quantitative and qualitative methods were employed for the data collection, analysis and interpretation. The quantitative method was used to analyze data from the questionnaires where as data collected through document review, interviews and the open ended items were qualitatively analyzed The study disclosed that: instructional leaders devote much of their time (65%) on administrative and other duties. It is only 35% that they devote their time on instructional leadership activities. Further statistical analysis (the t-test) also revealed that there is statistically significance difference between teachers and instructional leaders towards the overall implementation of instructional leadership practices. Regarding the challenges that encounter instructional leaders, the study disclosed that the emphasis on curriculum and instructional activities by the higher officials was found to be very low, the availability of instructional resources were inadequate (deficient), interference from the higher officials' is also a challenge for effective instructional leadership functions. Lack of instructional leadership competence, too much time devoted to routine and administrative activities were the reported challenges that constrained effective performance of instructional leaders. To minimize the identified problems it is recommended that: the Zone Education Department and the Woreda Education Office along the region should incorporate instructional leadership standards as criteria in identifying candidates for leadership positions, instructional leaders of the schools with adequate professional preparation must be given due attention, the duties and responsibilities of school principals stated in the guide line of (AREB, 1996) should be improved in line with the dimensions of instructional leadership and with the GEQAP. Higher officials must be aware of the current status of instructional leadership practices in secondary schools of the zone and adjust a situation to support schools through different mechanisms like seminars, workshops and supervisions.

A THESIS PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATIONAL PLANNING AND MANAGEMENT