scholarly journals Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji

2021 ◽  
Vol 46 (6) ◽  
pp. 20-35
Author(s):  
Govinda Lingam ◽  
◽  
Narsamma Lingam ◽  
Sunil Singh ◽  
◽  
...  
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Rating Scale ◽  
School Principal ◽  
Leadership Role ◽  
Instructional Time ◽  
Ministry Of Education ◽  
Teachers Perceptions ◽  
Teaching Role ◽  
Scant Attention

The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision and evaluation of instruction were the lowest-rated items. The lack of professional preparation for an instructional leadership role and the dual role of the rural principal as school leader and teacher, which appears to compromise both roles, may together explain the scant attention paid to the instructional leadership role. These findings have implications for principals’ workload and in turn instructional leadership practices, which the Fiji Ministry of Education could re-visit to avoid compromising either the leadership or teaching role.

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

Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak

2021 ◽  
Vol 17 (1) ◽  
pp. 165
Author(s):  
Andy Fred ◽  
Gurcharan Singh Bishen Singh
Keyword(s):  
Instructional Leadership ◽  
Rural Schools ◽  
Leadership Practices ◽  
Rating Scale ◽  
Three Dimensions ◽  
Survey Method ◽  
Mixed Method Research ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
High Level

This study focuses on teachers’ perceptions of their headmasters’ instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using ‘The Principal Instructional Management Rating Scale (PIMRS) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with SPSS IBM Version 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters’ instructional leadership in the three dimensions as “medium high” (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers’ perceptions regarding their headmasters’ instructional leadership practices. This study also revealed the headmasters’ instructional leadership practices as “medium high” level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities.   Keywords: Instructional Leadership, Under-enrolled Schools, Rural Schools

Principals’ Instructional Leadership towards Teachers' Self-Efficacy

2018 ◽  
Vol 7 (3.30) ◽  
pp. 449
Author(s):  
Nitce Isa Medina Machmudi Isa ◽  
Azlin Norhaini Mansor ◽  
Jamalul Lail Abdul Wahab ◽  
Bity Salwana Alias
Keyword(s):  
Instructional Leadership ◽  
Self Efficacy ◽  
Leadership Practices ◽  
Rating Scale ◽  
Short Form ◽  
School Level ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Right ◽  
High Level

Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.  

scholarly journals The Development of Instructional Leadership Indicators of Private School Principal of Laos

2020 ◽  
Vol 5 (7) ◽  
pp. 852-858
Author(s):  
Souksamone Pathammavong
Keyword(s):  
Standard Deviation ◽  
Instructional Leadership ◽  
Private School ◽  
Empirical Data ◽  
Goodness Of Fit ◽  
Structural Model ◽  
Rating Scale ◽  
School Principal ◽  
Chi Square

The objectives of this study were: 1) to develop instructional leadership indicators, 2) to examine the goodness of fit for the structural model of instructional leadership indicators with the empirical data, and 3) to propose guidelines for the instructional leadership indicators, as developed with the empirical data. There were 728 samples. Data were collected using a rating-scale questionnaire. The statistics included mean, standard deviation, Chi-square, GFI. And AGFI.

scholarly journals THE LEVEL OF PRINCIPAL’S INSTRUCTIONAL LEADERSHIP PRACTICES AND ITS RELATIONSHIP WITH SCHOOL-BASED MANAGEMENT IN SECONDARY SCHOOL IN TUMPAT DISTRICT, KELANTAN, MALAYSIA

2021 ◽  
Vol 5 (1) ◽  
pp. 106
Author(s):  
Goh Chong Ping ◽  
Mohd Izham Mohd Hamzah
Keyword(s):  
Instructional Leadership ◽  
School Environment ◽  
Leadership Practices ◽  
Pearson Correlation ◽  
Ministry Of Education ◽  
School Based ◽  
Teachers And Students ◽  
Pearson Correlation Test ◽  
Mean Dimension ◽  
School Based Management

This study aims to identify the level of principals’ instructional leadership practices and their relationship with the school-based management in secondary schools in Tumpat district, Kelantan. This study was conducted in the form of survey using a quantitative method with a total of 286 respondents using a questionnaire as a research instrument. Quantitative data were analyzed descriptively and inferentially using SPSS software version 25.0. The result of this study showed that the level of principal's instructional leadership practices was high (mean=4.25, s.d.=0.444) where the dimension of forming a positive school environment scored the highest mean (mean=4.30, s.d.=0.459). The level of school-based management was also high (mean=4.24, s.d.=0.427) with the highest score mean dimension was the dimension of planning and evaluation (mean=4.29, s.d.=0.450). The Pearson correlation test showed a significant relationship between the level of principals’ instructional leadership practices and school-based management which was at a high correlation level (r=0.895). Therefore, the implication of this study is able to provide an exposure to the Ministry of Education Malaysia who can take initiatives to make improvements in the basic aspects of education and also leadership programs in order to strengthen the leadership practices of principals in schools. This study also has implications to school principals in re-evaluating all their practices and actions in managing schools to further improve the effectiveness and the quality of their administration. In conclusion, this study gives the impression that principals’ instructional leadership practices have impacts on school-based management which to some extent can affect the performance of teachers and students as well as the results of the effectiveness of school functions.

scholarly journals Bhutanese School Principals’ Discernments towards Instructional Leadership Practices

2021 ◽  
pp. 19-34
Author(s):  
K. Dorjee Wangchuk ◽  
. Choden
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Rating Scale ◽  
Working Environment ◽  
Institutional Factors ◽  
Instructional Management ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Academic Qualification ◽  
High Level

The authors report a study in which they examined how the principals utilize to analyze the level and contrast of principals’ discernments towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in Bhutan. The quantitative and qualitative approaches were deployed for this research. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through Principals Instructional Management Rating Scale questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. These 31 principals are the representative of Instructional leadership from one of the districts in Bhutan. The findings of this study revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (Principals Instructional Management Rating Scale) almost at high level and overall mean generated was also high (3:58). Distinguished obstacles to instructional leadership were various roles, time limitations, work over-burden, lacking guidelines resources, shortages of teacher, restricted bolster for professional advancement, jumble between expectations and priorities. Within the light of the above findings, researcher would like to conclude that building learning culture not only depends on individual academic qualification but also the working environment and attitude of the academic committee towards student centered learning beneath the supervision of effective instructional leadership.

scholarly journals Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius

2018 ◽  
Vol 9 (4) ◽  
pp. 9-18
Author(s):  
Belle Louis Jinot
Keyword(s):  
Secondary Schools ◽  
School Principal ◽  
Leadership Role ◽  
Collaborative Management ◽  
Research Approach ◽  
Ministry Of Education ◽  
Effective Implementation ◽  
Political Interference ◽  
Free Transport ◽  
Behavioural Strategies

Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.

scholarly journals Teachers’ Perceptions about Principal’s Instructional Leadership Practices under Trashi Yangtse District in Bhutan

2021 ◽  
pp. 17-43
Author(s):  
Karma Tshering ◽  
. Nima
Keyword(s):  
Instructional Leadership ◽  
Mixed Method ◽  
Leadership Practices ◽  
Structured Interview ◽  
Positive Perception ◽  
Institutional Factor ◽  
Teachers Perceptions ◽  
Mixed Method Design ◽  
Structured Questionnaire ◽  
Descriptive Statistical Analysis

This study aimed to explore the teachers’ perceptions about principals’ instructional leadership practices in the schools. A total of 202 teachers working in 30 schools in Bhutan were involved as the research sample. The researcher used mixed method design to explore the study. The survey structured questionnaire and semi-structured interview tools were administered to collect data from the sample group. As for the data analysis, the findings were analyzed using descriptive statistical analysis and thematic analysis. The findings of the study indicated that teachers tend to develop positive perception toward their principals’ instructional leadership practices in the schools. Further analysis of teachers’ perception in relation to their demographic and institutional factor indicated insignificant leadership practices.

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