Arab women as instructional leaders of schools: Saudi and Qatari female principals’ preparation for and definition of instructional leadership

2021 ◽  
pp. 1-24
Author(s):  
Linda R. Vogel ◽  
Ahlam Alhudithi
Keyword(s):  
Instructional Leadership ◽  
Instructional Leaders ◽  
Arab Women ◽  
Female Principals ◽  
Definition Of

Why Principals Sidestep Instructional Leadership

2018 ◽  
Vol 28 (4) ◽  
pp. 517-538 ◽  
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Policy Makers ◽  
Principal Behavior ◽  
Wide Range ◽  
Definition Of

Principal educators‘ and policy makers’ predominant expectation from school principals to serve as instructional leaders—who engage primarily in a wide range of activities that clearly focus on improving teaching and learning for all students—has scarcely been applied in practice by principals in today's schools. Researchers have found several reasons for this gap between professional recommendations and actual principal behavior. The current qualitative study, based on semi-structured interviews with 41 Israeli principals, suggests one more explanation for today's reality of principals‘ limited engagement in instructional leadership: Some principals uphold a non-academic definition of schools’ major goal—focusing on students‘ well-being, social skills, values, etc.—and thereby claim that improvements in teaching and learning should not be at the top of the school administrators’ priorities. This goal as a possible mechanism underlying principals' noncompliance has not been investigated to date.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

School Leader Perceptions: Coaching Tool and Process

2019 ◽  
pp. 194277511986825
Author(s):  
Sharon J. Damore ◽  
Barbara Stacy Rieckhoff
Keyword(s):  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
Instructional Leaders ◽  
Teacher Growth ◽  
Instructional Coaches ◽  
Interview Process ◽  
Leader Perceptions ◽  
Professional Conversations

This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

scholarly journals Exploring principals’ instructional leadership practices in Malaysia: insights and implications

2017 ◽  
Vol 55 (2) ◽  
pp. 207-221 ◽  
Author(s):  
Alma Harris ◽  
Michelle Jones ◽  
Kenny Soon Lee Cheah ◽  
Edward Devadason ◽  
Donnie Adams
Keyword(s):  
Instructional Leadership ◽  
Knowledge Base ◽  
Exploratory Study ◽  
Primary Schools ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Instructional Leaders ◽  
Small Scale ◽  
Leadership Practice ◽  
Content Type

Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.

scholarly journals Perception of Teachers towards School Principal as Instructional Leader

2020 ◽  
Vol 3 (2) ◽  
pp. 86-96
Author(s):  
Hikmat Dahal
Keyword(s):  
Instructional Leadership ◽  
Social Networking Sites ◽  
Quantitative Research ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
Instructional Leader ◽  
Instructional Leaders ◽  
Innovative Methods ◽  
Academic Qualification ◽  
Significant Difference

The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. Instructional leadership has become one of the most widely researched topics. This type of  leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students’ performance and solve the problems of teachers as an instructional leaders. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.

scholarly journals Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Grace Chabalala ◽  
Parvathy Naidoo
Keyword(s):  
Instructional Leadership ◽  
Teacher Development ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Middle Managers ◽  
Mission Statement ◽  
Instructional Leaders ◽  
Learning Climate ◽  
Primary Role ◽  
Curriculum Delivery

Background: This study was designed to explore teachers’ and middle managers’ experiences regarding their principals’ instructional leadership practices aimed at improving curriculum delivery in schools. Literature on instructional leadership indicates how failing schools can be turned around to become successful if principals consider instructional leadership to be their primary role within schools. The authors, therefore, argue that it is the responsibility of principals to ensure that learners’ results are improved through intervention and support provided by the principals to capacitate teachers and middle managers in delivering the curriculum effectively. Globally, literature promotes the significance of the continued professional development of teachers, and many scholars allude to the pivotal role principals or school heads play in teachers’ skills advancement.Aim: The aim of this article was to identify principals’ instructional practices that improve curriculum delivery in schools, which are examined through the experiences of teachers and middle managers.Setting: The study was conducted in two schools in the Gauteng province of South Africa.Method: The researchers employed a qualitative approach, utilising three domains of instructional leadership as its framework, and these are defining the school mission statement, managing the instructional programme and promoting a positive school learning climate. Four teachers and four middle managers were purposefully selected at two schools for data collection conducted through semi-structured individual interviews, which were analysed using thematic content analysis.Results: Three themes emerged, namely, understanding good instructional leadership practices, teacher development as an instructional practice and instructional resource provisioning.Conclusion: The study highlights the importance of teachers and middle managers in understanding that principals are merely not school managers or administrators, but rather instructional leaders whose primary role is to direct teaching and learning processes in schools. Principals need to create time within their constricted schedules to become instructional leaders, which is their main purpose in schools. If the roles and responsibilities of middle managers are not explicit, their ability to simultaneously perform the dual task of being teachers and middle managers will be compromised.

scholarly journals Towards a leadership programme for primary school principals as instructional leaders

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Parvathy Naidoo ◽  
Nadine Petersen
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Instructional Leaders ◽  
Learner Outcomes ◽  
Primary School Principals ◽  
Poor Learner

This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

Instructional Leadership Practices among Principals in Israeli and US Jewish Schools

2017 ◽  
Vol 26 (2) ◽  
pp. 132-153 ◽  
Author(s):  
Jeffrey Glanz ◽  
Haim Shaked ◽  
Chanina Rabinowitz ◽  
Shmuel Shenhav ◽  
Rachel Zaretsky
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Women Principals ◽  
Instructional Leaders ◽  
Leadership Perceptions ◽  
Methodological Study ◽  
Jewish Schools ◽  
And Behaviors

Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.

scholarly journals Personal Freedom beyond Politics and Human Rights: Women, Religion and Freedom in the Arab World

2018 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Maysar Sarieddine
Keyword(s):  
Human Rights ◽  
Arab World ◽  
Theoretical Framework ◽  
Arab Women ◽  
Personal Freedom ◽  
Definition Of ◽  
Cultural Force

This article explores the issue of what constitutes freedom for women living in the Arab world. Central to theconcerns addressed in this article is the issue of religion as a cultural force that defines the perceived limits offreedom. Ultimately, the issue addressed in the paper will be how best to understand the ways Arab women perceivetheir freedom and constraints without attempting to speak for them, or imposing a Western definition of freedom ontheir situation. In order to do this, a theoretical framework provided by dialogical liberation theory and depthpsychology will be recommended.

scholarly journals Curriculum Evaluation: Inputs for Principal’s Instructional Leadership

2021 ◽  
Vol 1 (2) ◽  
pp. 146-161
Author(s):  
Gilbert S. Arrieta
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
Curriculum Evaluation ◽  
Instructional Leaders ◽  
Main Task ◽  
Education Leaders ◽  
Key Points ◽  
Instruction And Curriculum ◽  
The Times ◽  
Administrative Tasks

One of the most important components in education is the curriculum. It undergoes evaluation and development to be responsive to the needs of the times. It adapts to the kind of teachers and learners because teaching and learning are dynamic. The main drivers of the curriculum are the education leaders primarily the principals who are the instructional leaders. The main task of the principal is instructional leadership which means overseeing the teaching and learning process starting with the curriculum. However, the administrative tasks of the principals deprive them of becoming effective instructional leaders. This study aims to present the experiences of the researcher in curriculum evaluation under different principals in a private sectarian school in Manila and seeks to identify how principals can take a strong leadership presence in the challenges in instruction and curriculum evaluation. A critical reflection which is an extension of “critical thinking” and asks us to think about our practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions was used as the method in this study. The researcher looks back into his experiences and identifies the key points in curriculum evaluation vis-à-vis the tasks of instructional leadership. It found out that curriculum evaluation, primarily an integral part of instructional leadership. The principals have to do curriculum evaluation as a collaborative task and process. Moreover, curriculum evaluation with instructional leadership should be giving importance to professional development and mentoring of academic heads and teachers.

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