Abstract:
This study examines the practices of instructional leadership in enhancing student achievement
in secondary schools within the Jigjiga City Administration. Utilizing a descriptive survey
research design that incorporates both quantitative and qualitative methods, the research
identifies the responsibilities of instructional leaders, assesses their supervisory practices, and
explores the challenges they encounter. The administration comprises seven secondary schools
with a total of 840 teachers. Four schools were selected—two government (Jigjiga and Sheik
Abdiselam Secondary Schools) and two private (St. Joseph Catholic Missionary School and
Spark Academic Secondary School)—representing 57% of the total schools. A total of 228
teachers and principals participated in the study, with data collected via questionnaires,
interviews, and document analysis, and analyzed using SPSS version 24 alongside qualitative
narrative analysis for triangulation. The findings indicate that while instructional leaders play
a vital role in academic performance, their effectiveness is hindered by factors such as
inadequate training, insufficient stakeholder involvement, and a lack of clear vision. These
deficiencies negatively impact student achievement and contribute to indiscipline. The study
also finds a moderate positive correlation between instructional leadership and academic
performance across grade levels, particularly in Grade 10. Major challenges include large
class sizes, insufficient leader training, and lack of community engagement. The study
concludes that significant knowledge gaps exist in implementing effective instructional
leadership. Recommendations include the development of training programs for leaders,
focusing on positive disciplinary methods and enhancing collaboration with community
stakeholders to improve academic outcomes in the region.
