A Systematic Review of Research on the Principals' Instructional Leadership Practices in Ethiopian Governmental Schools

This systematic review evaluates research on principals' instructional leadership practices in Ethiopian primary and secondary schools, identifying knowledge gaps, key findings, areas of consensus and controversy, and actionable findings for future practices and policies. We analyzed 18 studies (10 articles, 8 theses) focusing on how principals fulfill instructional leadership roles, the dimensions involved, and challenges faced. Thematic analysis reveals three key themes: status of instructional leadership practices, emphasis on dimensions, and challenges faced by principals. Findings indicate principals inadequately practice instructional leadership. They excel at fostering a positive school climate and managing instructional programs moderately, yet their role in defining the school's mission is limited. Major challenges include lack of commitment, insufficient skills, heavy workloads, and inadequate professional development. The review underscores enhancing principals' capabilities to improve teaching quality and student outcomes. It highlights methodological weaknesses in existing research, such as reliance on self-reported data, limiting generalizability. To enhance practices, this review recommends Ethiopia's Ministry of Education invest in customized training programs for principals. Future research should use rigorous methodologies, including longitudinal and mixed-methods approaches. Policymakers are urged to implement reforms reducing administrative burdens, allowing principals to fulfill leadership roles effectively.