Instructional Leadership Challenges in Public Secondary Schools in Sudan

Ismail Hamad,Reda Darge,Getnet Demissie

doi:10.47577/tssj.v21i1.3847

Abstract

The study aimed to investigate Instructional Leadership Challenges in Public Secondary Schools in Sudan, North Kordufan State; Shekan Locality (Elobeid city). In order to achieve the objectives of the study, a descriptive survey method was employed. The population of the study was 451 teachers and 12 Principals. From this population, 222 teachers and 12 principals were used as a sample using simple random and comprehensive sampling techniques. Data collected from respondents were analyzed and interpreted using percentages, a one-sample t-test, and a weighted mean. The findings revealed that there are significant challenges for instructional leadership such as school dropout due to the living and economic conditions and the delay of some teachers for classes because of transportation. Lack of financial support has been a cause for inadequate educational facilities and laboratories and a poor school environment. On top of the findings, recommendations are forwarded to address the gaps encountered in the instructional leadership practices which mainly focusing on empowering principals, teachers, and schools.

Highlights

1.1 Background of the studyInstructional leadership has particular importance in educational administration because of its far-reaching effects on completing school programs, objectives and educational goals
Objectives of the Study The general objective of this study is to investigate the challengesaffecting principals’ instructional leadership practices in secondary schools.Precisely, the objective of the current study is to identify the main challenges related to lack of school resources, lack of school climate and challenges related to instructional support for school leader’s practices in secondary schools of Shekan Locality
From the findings obtained in this study, it was found that principals' instructional leadership challenges in secondary schools, related to the items listed, are highly positive.Concerning principals’ instruction leadership challenges, the results in table [3] show; A one sample t-test was conducted to determine whether there is a principals’ instructional leadership challenges in terms of two variables as compared to the defined t-value (t=3)

Summary

Introduction

Instructional leadership has particular importance in educational administration because of its far-reaching effects on completing school programs, objectives and educational goals. Instructional leadership focuses on teaching and learning and on the behavior of teachers in working with students (Bush, 2003). Instructional leadership focuses on the schools' core business – teaching, learning, pupils' progress and achievements (Edamo,2018). Different researchers have identified strong leadership as one of the essential factors of effective and successful schools (Salfi, 2011). The success of schools fundamentally depends on school leaders. School leaders are being taken accountable for how well teachers teach and how much students learn (Kurland &Lazarowitz, 2010)

Objectives

Discussion

Conclusion