Exploring the Instructional Leadership Development Practices in Ethiopia

Autor/in	Gedifew, Matebe Tafere
Titel	Exploring the Instructional Leadership Development Practices in Ethiopia
Quelle	In: Journal of Education and Learning (EduLearn), 14 (2020) 3, S.402-410 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Instructional Leadership; Foreign Countries; Curriculum Development; Relevance (Education); Principals; Recruitment; Labor Turnover; Personnel Selection; Administrator Education; Management Development; Higher Education; Competence; Ethiopia + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Relevance; Relevanz; Principal; Schulleiter; Recruiting; Rekrutierung; Personalauswahl; Personalentscheidung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kompetenz; Äthiopien
Abstract	The purpose of this study is twofold: to examine the curriculum structure for instructional leaders' training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders' recruitment, selection and retention strategies. The perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum's lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://journal.uad.ac.id/index.php/EduLearn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01