scholarly journals Principals’ Schema: Leadership Philosophies and Instructional Leadership

2020 ◽  
pp. 105268462096606
Author(s):  
Sarah J. Zuckerman ◽  
Cailen O’Shea
Keyword(s):  
Instructional Leadership ◽  
Student Success ◽  
Mental Models ◽  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Classroom Instruction ◽  
Growing Body ◽  
The Relationship

The Every Child Succeeds Act of 2015 signaled a shift toward the recognition of the importance of school leadership, reflecting a growing body of literature that demonstrates principals are second only to classroom instruction in supporting student success. This influence is the greatest when principals focus on teaching and learning, or instructional leadership. The ability to focus on instructional leadership requires knowledge, as well as the schema that creates mental models for instructional leadership tasks. This study draws on interviews with principals to examine the relationship between their theory of leadership, which are conceptualized as leadership schema, and their instructional leadership practices. The findings suggest that there are similarities in the instructional leadership tasks undertaken by principals, but that how they engage in tasks is partially determined by their theory of 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.

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 INSTRUCTIONAL LEADERSHIP OF SCHOOL PRINCIPALS IN SABAH ISLAND: A CASE STUDY

2021 ◽  
Vol 6 (40) ◽  
pp. 293-307
Author(s):  
Dexter Silam ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Instructional Leadership ◽  
Global Education ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Principals ◽  
Study Data ◽  
Instructional Programs ◽  
Study Approach ◽  
Observation Methods

In the 21st century, the basic concept of instructional leadership has not changed much but its needs are still relevant and have become an important pulse for principals’ leadership towards the achievement of curricular excellence in schools. This study aims to identify instructional leadership practices and their implementation by island school principals in the state of Sabah. The qualitative study using this case study approach involved principals, senior curriculum assistants, and school subject teachers as study participants. The study data collected through interview, document analysis, and observation methods were processed and analyzed using ATLAS software. ti 8. The findings of the study show that the practice of instructional leadership in terms of defining the mission of the school, managing instructional programs, and creating a positive school climate is very important to ensure school excellence can be achieved. Principals of island schools should practice instructional leadership in their leadership not just to achieve curricular excellence but as a platform to perform their responsibilities as change leaders in schools in driving schools towards effective schools according to current changes. In conclusion, the instructional leadership practices of school principals are very important in ensuring curriculum excellence and the effectiveness of teachers' teaching and learning can be achieved in a planned and systematic manner and able to keep up with the current changes in the context of global education.

scholarly journals Leadership practices for Professional assistance of teachers in secondary schools

2018 ◽  
Vol 2 (4) ◽  
pp. 6-10
Author(s):  
Fakhra Aziz ◽  
Uzma Quraishi ◽  
Moafia Nader
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Active Role ◽  
Experienced Teachers ◽  
Innovative Strategies ◽  
The Government ◽  
Professional Assistance ◽  
Effective Leadership Practices ◽  
School Heads

The present study aimed to explore the leadership practices for  professional assistance of secondary school teachers.It was assumed that leadership active role in various types of  teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports  that school heads play a significant role in teachers’ professional assistance but it was limited to instructional  and professional areas only.  Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector  facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of  experienced and newly inducted teachers were  also found.Female newly inducted teachers receive more facilitation from their heads  as compare to male . Same case is reported for professional assistance of experienced teachers.   The present study suggests a need based training  program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

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 The Influence of Transformational School Leadership on Teacher Efficacy in Malaysian Secondary School Teachers

2015 ◽  
Vol 3 (2) ◽  
pp. 73 ◽  
Author(s):  
Teh Pei Ling ◽  
Zaidatol Akmaliah Lope Pihie ◽  
Soaib Asimirin ◽  
Foo Say Fooi
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
Secondary School ◽  
School Leadership ◽  
Significant Relationship ◽  
Leadership Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
School Leadership Practices ◽  
The Relationship

This study provides an insight of the relationship between principals’ transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational school leadership practices and teacher efficacy. These findings are also in line with past research (Kristine & Hipp, 1997; Peagler, 2004; Ross, J. A, Gray, 2006) that the said transformational leadership contributes toward teachers’ self-efficacy. Therefore, this study strengthens the findings by engaging in similar relationship.

scholarly journals Instructional Leadership and Role of Module Leaders

2021 ◽  
pp. 105678792110423
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
Semistructured Interview ◽  
Health And Social Care ◽  
Research Findings ◽  
Effective Teaching And Learning ◽  
The Relationship

Leadership plays an important role in an educational establishment as they help to manage the day-to-day activities. Instructional leadership has always played a distinct role in higher education as the role of instructional leadership was always to influence on effective teaching and learning processes. The purpose of this research is intended to identify the role of instructional leadership, including the relationship between instructional leadership and the role of module leaders in higher education using their own institution as a case study. The author conducted a small scall semistructured interview where two programme leaders were selected from the School of Business and Health and Social Care and were approached directly by sending formal email and also over the phone and asked if they were willing to participate. Research findings suggest that instructional leadership enables the programme/module leaders to establish a shared belief around the learning and can improve the learner’s achievement.

scholarly journals Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

2021 ◽  
Author(s):  
Rosa Dania ◽  
Dwi Esti Andriani
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Role ◽  
Structured Interviews ◽  
Student Parents ◽  
Public Elementary Schools

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

scholarly journals Resilience, Reorientation, and Reinvention: School Leadership During the Early Months of the COVID-19 Pandemic

2021 ◽  
Vol 6 ◽  
Author(s):  
Scott McLeod ◽  
Shelley Dulsky
Keyword(s):  
Instructional Leadership ◽  
Community Engagement ◽  
Capacity Building ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Organizational Capacity ◽  
Research Literature ◽  
Crisis Leadership ◽  
Support Structures

As the COVID-19 pandemic spread rapidly across the globe, many schools struggled to react both quickly and adequately. Schools were one of the most important societal institutions to be affected by the pandemic. However, most school leaders have little to no training in crisis leadership, nor have they dealt with a crisis of this scale and this scope for this long. This article presents our findings from interviews of 43 school organizations around the globe about their responses during the early months of the pandemic. Primary themes from the interviews included an emphasis on vision and values; communication and family community engagement; staff care, instructional leadership, and organizational capacity-building; equity-oriented leadership practices; and recognition of potential future opportunities. These findings resonate with the larger research literature on crisis leadership and have important implications for school leaders’ future mindsets, behaviors, and support structures during crisis incidents.

Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions

2017 ◽  
Vol 55 (1) ◽  
pp. 49-69 ◽  
Author(s):  
Mehmet Sukru Bellibas ◽  
Yan Liu
Keyword(s):  
Student Engagement ◽  
Instructional Leadership ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Mixed Model ◽  
School Level ◽  
Content Type ◽  
Service Training ◽  
The Relationship

Purpose The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics. Design/methodology/approach The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data. Findings The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions. Practical implications Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement. Originality/value This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.

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