This study was mainly aimed at to assess the hampering factors of instructional leadership execution at colleges of teacher education in Amhararegion, Ethiopia. from the perspective of Hallinger and Murphy (1985) functions. To this end, the research firstly tried it attempted to explore whether there were statistically significant mean difference among instructional leadership function execution and colleges of teacher education in execution and it also tried to see the predictive value of independent variable (lack o vision, lack of time, lack of skill and training, lack of resource and lack of cooperation) on the dependent variable (effectiveness of instructional leadership function execution).The researchers have used a descriptive survey research design with purely quantitative approach. The data collected through different instruments from 196 teachers and 351 3rd year regular students were analyzed by considering the nature of data collected. the quantitative data analysis techniques ( regression, correlation, post hock and ANOVA) were used to analyze the data collected through closed-ended items of the questionnaires. From the analyses of the data collected, the major findings were standout in the study. The identified hindrance factors predict the effectiveness of instructional leadership function execution by (r=0.646) 64.6% and lack of resource was found out the major hindrance factor(r=0.42) and statistically significant mean difference were found between four colleges of teacher education in instructional leadership function execution (P<0.01) and there were also statistically significance mean difference among ten instructional leadership function execution (P<0.01). Finally, the researchers has drawn major conclusion under each research question. Based on this, recommendations were forwarded to different stakeholders like MoE, REB, college deans, teachers and students.

Instructional leadership hindrance factors execute and opportunities