This study investigates how teachers perceive the leadership role of the principal at Kolfe Keranyo sub city of Yemanbirihan secondary school. A qualitative research method with a case study design was used. Ten teachers were selected using purposive sampling techniques. Semi-structured interviews were used for the study to collect data from FGD participants. The data were analysed using thematic analysis. The findings demonstrate that teacher's perspectives on the extent of their professional experiences in relation to the instructional leadership assistance provided by the principle to advance teaching and learning are varied. The study demonstrates that principals do not give teacher's professional development the support it needs. Political interferences, a lack of resources, a lack of skills and training for principals, and a lack of time given to principals to carry out teaching activities and concentrate on administrative issues are some of the challenges that principals face in performing their instructional leadership role. It's interesting to note that the principals themselves acknowledged in casual conversations that they were put in charge without having received the proper training. It was concluded that the school's identification as a low-performing school in the sub-city may have been influenced by the principal inability to demonstrate the leadership necessary to take on a critical instructional role. Hence, Kolfa Keranyo subcity education department needs to be taken into account; school principals should be well trained and have better educational preparation for the position. It’s also critical to improve the leadership abilities of present school principals through a variety of leadership development programme.
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