Cecilia Kasonde, Peter Manchishi, Rachel Kabeta
Abstract: This study explored the instructional leadership practices in Zambian public universities in particular Jeanes University. The study sought to find out whether or not instructional leadership was being practiced in public universities and how. The study used both quantitative and qualitative approaches; the sample was drawn from Jeannes University and comprised one deputy vice chancellor, 4 deans, 3 assistant deans, I director and 64 academic staff at the university. Questionnaires were administered to the academic staff and face to face interviews were conducted with management. Both primary and secondary data was collected. Additionally, observations were also used to collect data. The study revealed that the majority of the lecturers and administrators did not really understand the concept of instructional leadership and that some of the academic leaders did not receive any leadership training prior or after their appointments. The study also revealed that instructional leadership was barely practiced at Jeannes University and that the administrators practiced other types of leadership and the commonly used was democratic leadership. The study recommends that the ministry of higher education should allocate adequate funds to universities for staff training. The study also recommends that CPDs in instructional leadership must be encouraged in insitutions of higher learning.
Keywords: Instructional leadership, Leadership practices, classroom instruction, Public Universities