Impact of Instructional Leadership on Students’ Academic Achievement: Evidence from Primary Schools in Haramaya Woreda, Ethiopia

Abstract

This study examined instructional leadership practices and their relationship with students’ academic achievement in public primary schools in Haramaya Woreda, Ethiopia, focusing on vision setting, teacher support, instructional supervision, and resource coordination. A convergent mixed methods design was employed. Quantitative data were collected from 237 teachers using a 24-item instructional leadership questionnaire and Grade 5–8 achievement records, analyzed using descriptive statistics, Mann–Whitney U, Kruskal–Wallis, and Spearman correlation tests. Qualitative data were collected through semi-structured interviews and were analyzed thematically. Instructional leadership practices were implemented at a moderate level, with teacher support rated highest and resource coordination lowest. No significant differences were found based on principals’ qualifications or experience. Instructional leadership dimensions showed weak, non-significant relationships with student achievement, although instructional supervision showed the strongest positive tendency. The findings suggest that leadership practices require supportive supervisory systems, professional learning opportunities, and adequate instructional conditions to influence learning outcomes. Qualitative findings identified administrative workload, large class sizes, limited resources, and weak supervision as major constraints.  By integrating teacher perceptions, student achievement records, and stakeholder perspectives, this study provides context-specific evidence showing how instructional leadership operates under resource-constrained conditions. It highlights feedback-oriented supervision and school-embedded professional learning as practical strategies for strengthening leadership effectiveness in rural primary schools.