Assistant Principals: The Case for Shared Instructional Leadership

1999 ◽  
Vol 83 (610) ◽  
pp. 80-94 ◽  
Author(s):  
Leslie S. Kaplan ◽  
William A. Owings
Keyword(s):  
Instructional Leadership ◽  
Secondary Schools ◽  
Learning Organization ◽  
Assistant Principals ◽  
Leadership Roles ◽  
Leadership Responsibilities ◽  
Shared Instructional Leadership

In today's restructuring secondary schools, principals have new instructional leadership responsibilities on top of already demanding management responsibilities. Not enough time exists for one person to address all these expectations successfully. Assistant principals can effectively share instructional leadership roles to increase a school's success as a learning organization for students and educators.

Instructional leadership as a controlling function in secondary schools in Rangwe Sub County, Kenya: Influence on students’ learning outcomes

2021 ◽  
pp. 174114322110152
Author(s):  
John James Juma ◽  
Zachary N Ndwiga ◽  
Milcah Nyaga
Keyword(s):  
Instructional Leadership ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Perception ◽  
School Principals ◽  
Student Learning Outcomes ◽  
School Principal ◽  
Leadership Roles ◽  
Research Article

This research article reports on instructional leadership as a controlling function in secondary schools. All the 41 secondary schools in Rangwe Sub County were included in the study and the targeted respondents were teachers and principals. A purposive sampling method was used to select the respondents from each school. A principal self-rating questionnaire, a teacher perception questionnaire, and a document analysis checklist were used for data collection. The collected data was analyzed using descriptive statistics, independent samples T-test, and regression analysis test. The study found that school principals engaged their deputies, heads of department, and directors of studies to conduct their day-to-day instructions in their schools. It was also revealed that classroom visits and observation of teaching and learning significantly influence student learning outcomes in secondary schools. The study concluded that involving the expertise of immediate juniors in day-to-day instructions is an effective way of implementing instructional leadership roles of the school principals in secondary schools. The study, therefore, advocates for the school principal becoming the overall instructional supervisor and instructional improvement catalyst.

scholarly journals Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

2018 ◽  
Vol 2018 ◽  
pp. 1-14 ◽  
Author(s):  
Linda R. Vogel
Keyword(s):  
Instructional Leadership ◽  
Educational Leaders ◽  
Rocky Mountain ◽  
Instructional Leader ◽  
Instructional Leaders ◽  
Leadership Roles ◽  
Leadership Responsibilities ◽  
Use Of Data ◽  
Use Of Technology ◽  
District Personnel

This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as significant elements of instructional leadership. By identifying the specific actions that principals identify as their instructional leadership responsibilities, programs that prepare school leaders and state and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

scholarly journals Taking it Outside the School Library

2019 ◽  
Author(s):  
Joanne Rodger ◽  
Jennifer Branch-Mueller
Keyword(s):  
Instructional Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
School Library ◽  
University Teaching ◽  
Female Teacher ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Formal Leadership ◽  
Teacher Librarians

This paper presents findings from a study of the experiences of six female teacher-librarians who are now in leadership positions as assistant principals and school/university consultants. These TL leaders were working as district consultants, assistant principals, and as a university teaching and learning consultant.  All TL leaders had classroom experience, teacher-librarianship experience, and had been teacher leaders in their schools. The TL leaders were using their unique skills and experiences to provide professional development and instructional leadership. More research is needed about how the experience of being a teacher-librarian shapes formal leadership roles.

Instructional Leadership—Can It Be Measured Validly? Who Performs What Functions?

1987 ◽  
Vol 71 (502) ◽  
pp. 28-35 ◽  
Author(s):  
Carolyn S. Anderson ◽  
Glen I. Nicholson
Keyword(s):  
Instructional Leadership ◽  
Secondary Schools ◽  
Assistant Principals

Little is known about how instructional leadership is provided in secondary schools, claim these educators, who describe their investigation of an instrument for measuring the leader ship functions of principals, assistant principals, and depart ment chairpersons.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

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