scholarly journals Correlating instructional leadership practices of school administrators with teachers competencies

2021 ◽  
Vol 5 (S1) ◽  
pp. 83-99
Author(s):  
Frederick T. Villa ◽  
Razel C. Tulod
Keyword(s):  
Instructional Leadership ◽  
Learning Environment ◽  
Significant Relationship ◽  
Leadership Practices ◽  
School Administrators ◽  
Correlational Research ◽  
Perceived Impact ◽  
Performance Teachers ◽  
Improve Instruction ◽  
K To 12

The study correlated the instructional leadership practices of school administrators with teachers’ competencies. Using a sample size of 208 teachers and 22 school administrators chosen as respondents with a descriptive-correlational research design, the study has able to find out that the demographic profile of the respondents were females, with MA units, in the position of teacher II, and were widowed. On the average, the number of years in service, current school and position of the teachers was 5 years and above. It further revealed that the respondents’ evaluation of the instructional leadership practices of School administrators showed an agreed response. It showed that on planning to modify and improve instruction on curriculum improvement was the highest to follow changes like the k to 12 and be able to globally compete to the outside countries. It also showed that the performance teachers perceived impact through instructional leadership practices of their administrators which showed an agreed response. The teacher’s competence on learning environment was the highest to be able to know the dedication of the teachers to teach and make students learned from them. It showed that there is no significant relationship between instructional leadership practices of School Administrators and Teachers’ Performance.

Instructional leadership and its relationship with some variables

2019 ◽  
Vol 6 (7) ◽  
pp. 25-32
Author(s):  
Omur Coban
Keyword(s):  
Instructional Leadership ◽  
Significant Relationship ◽  
School Administrators ◽  
Educational Status ◽  
Two Dimensions ◽  
Male Teachers ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Academic Year ◽  
Perceptions Of School

The purpose of this study is to investigate the instructional leadership and its relationship with some variables such as gender, educational status, career and working year in the same school in Turkey. The study conducted with 614 teachers at 45 schools all over Turkey in the 2017–2018 academic year. Data were collected via instructional leadership scale which was applied to teachers and it had two dimensions: trust and focus on instruction. The findings showed that teachers’ perception of trust about school administrators had a significant relationship according to their gender. In other words, male teachers thought school administrators more trustful than female teachers. Another result indicated that perceptions of teachers on instructional leadership had no significant relationship according to teachers’ educational status and their career years. However, teachers’ perceptions of school administrators’ focusing on teaching had a statistically significant relationship to teachers’ working years in the same school. Keywords: Instructional leadership, age, gender, career year, working years in the same school.

scholarly journals Instructional Leadership Practices, Teachers’ Satisfaction and School Performance Indicators

2020 ◽  
Author(s):  
Cheryl Dalapo Anub
Keyword(s):  
Instructional Leadership ◽  
Interpersonal Relationships ◽  
School Performance ◽  
Significant Relationship ◽  
Performance Indicators ◽  
Leadership Practices ◽  
Retention Rate ◽  
Statistical Treatment ◽  
Drop Out ◽  
Congressional District

The main thrust of this study was to determine the Instructional Leadership Practices, Teachers’ Satisfaction and the School Performance Indicators and the relationship among these variables. The study was conducted to the thirty secondary schools having full-fledged principals in the Third Congressional District in Bohol. Randomly sampled two hundred eighty five (285) participants comprising 30 principals and the 255 teachers took part in the study. The data were subjected to statistical treatment using the weighted mean to assess the perception of the principals and the teachers about the Instructional Leadership Practices and the teachers’ satisfaction. Pearson Product Moment of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and teachers’ satisfaction. Spearman Rank of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and the school performance indicators. Four of the 10 items of instructional leadership practices were perceived by the principals and teachers as “Always” while 6 of the items were perceived as “Very Often”. Teachers are satisfied in terms of management and very satisfied with their work characteristics and interpersonal relationships. For school performance indicators, most of the respondents obtained a rating of “Outstanding” in terms of retention rate, completion rate, graduation rate, promotion rate, repetition rate, drop-out rate and failure rate. Teachers viewed that the Instructional Leadership Practices is related to teachers’ satisfaction while both the principals and the teachers claimed that it is related to school performance indicators. This study concludes that the principals’ leadership practices can affect teachers’ satisfaction and the school performance indicators. Hence, it is recommended, that DepEd Personnel should utilize the findings of this study and consider the proposed enhancement plan for the improvement of principals instructional leadership practices leading to the improvement of quality of teaching and student learning.

scholarly journals The Importance of Knowledge about the Preschool Curriculum in Terms of Preschool Administrators’ Instructional Leadership Practices

2017 ◽  
Vol 7 (3) ◽  
pp. 48
Author(s):  
Sevilay ŞAHİN ◽  
Gülşen SEZER
Keyword(s):  
Instructional Leadership ◽  
Primary Schools ◽  
Leadership Practices ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Sampling Technique ◽  
Preschool Curriculum ◽  
National Education ◽  
Adequate Knowledge ◽  
Preschool Administrators

The purpose of the present study was to unearth the importance of school administrators’ knowledge about thepreschool curriculum in terms of displaying instructional leadership behaviors in the kindergartens and primary schools with preschool classes. The study group in the research consisted of 20 preschool teachers and 10 preschool administrators working in the schools tied to the Ministry of National Education in Kilis province, chosen via the purposeful sampling technique. Interviews were conducted with the participants to collect the data. The data were then content-analyzed. The results revealed that primary school administrators did not have adequate knowledge about the preschool curriculum and could not display instructional leadership behaviors; however, preschool administrators had, comparatively, adequate knowledge about the curriculum and were more successful in terms of displaying instructional leadership behaviors. Drawing on this point, it may be suggested that knowledge about the preschool curriculum is of utmost importance in preschool administrators’ instructional leadership practices.

Kontribusi Explosive Power Otot Tungkai Terhadap Hasil Lompat Jauh Gaya Jongkok Pada Mahasiswa Putra Prodi Pendidikan Kepelatihan Olahraga Semester II Universitas Riau

2015 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
Slamet ' ◽  
Ali Mandan ◽  
Ardiah Juita ◽  
Ridwan Sinurat
Keyword(s):  
Significant Relationship ◽  
Muscle Power ◽  
Test Results ◽  
Student Sample ◽  
Correlational Research ◽  
Explosive Power ◽  
Normality Test ◽  
Long Jump ◽  
Independent Variable ◽  
Leg Muscle

This study is correlational research that aims to find the contribution of leg muscleexplosive power to yield long jump squat style. The student sample was the son of varsity sportscoaching education Riau semester totaling 42 people. As the independent variable is theexplosive power leg muscle while dependent variable is the result of the long jump jongok style.Data (x) obtained from the test results without the leading long jump (standing board jump) toassess leg muscle explosive power while data (y) obtained from testing the long jump squat styleusing the prefix. Data were analyzed with statistical normality test is a test last lilifors alsoanalyzed the data to look for the correlation coefficient, and then proceed to test "t" after itsought the contribution. From the results of data processing for the normal distribution of dataobtained for the provision of data (x) and abnormally distributed in terms of data (y). r = 0.32,then through the test "t", t_ (count>) ttabel then there is a significant relationship between theexplosive muscle power with the outcome long jump squat style, via analysis of leg muscleexplosive power of determination have contributed 10.24% and 89 , 76% was contributed byother factors.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

The Nexus of Autonomy and Instructional Leadership in Selected School Clusters in Zimbabwe

2021 ◽  
pp. 002205742110325
Author(s):  
Jeriphanos Makaye ◽  
Loyiso C. Jita ◽  
Kudakwashe Mapetere
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Leadership Practices ◽  
And Control ◽  
School Heads ◽  
Improve Student Learning

This article examines the nexus of autonomy and instructional leadership in school clusters in Zimbabwe. Using the Better Schools Programme of Zimbabwe cluster, teachers and school heads were interviewed on their perspectives on how autonomy influences instructional leadership practices. Results established that clusters provide schools with the freedom to determine the activities deemed necessary to improve student learning. However, although autonomy is prescribed in the policy, inadequate resources provided to schools render them less autonomous and ineffective in this endeavor. The article argues for a more deliberate and deeper discourse about the challenges of balancing autonomy and control.

scholarly journals Pengaruh persepsi siswa tentang penerapan metode tutor sebaya, lingkungan belajar dan motivasi belajar siswa terhadap efektivitas metode pemecahan masalah dan hasil belajar siswa ranah kognitif pada kelas I MI Al Hikmah Ngareskidul Gedeg Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 103
Author(s):  
Achmad Padi
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Significant Relationship ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Independent Variables ◽  
Application Method ◽  
Peer Tutor ◽  
Cognitive Learning Outcomes

The purpose of this study are: 1) To determine whether the effect Implementation Method Student Perceptions of the Effectiveness of Peer Tutor troubleshooting methods. 2) To determine whether the learning environment affect the effectiveness of troubleshooting methods. 3) To determine whether the Student Motivation affect the effectiveness of troubleshooting methods. 4) To determine whether the Student Perceptions of Peer Tutor Application Method to cognitive learning outcomes of students. 5) To determine whether the learning environment affect the students' cognitive learning outcomes. 6) To determine whether the Student Motivation towards cognitive learning outcomes of students. 7) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation affect the effectiveness of troubleshooting methods. 8) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation effect on students' cognitive learning outcomes. From the analysis can be summarized as follows: 1) There is a significant relationship between Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation Method of the Effectiveness of troubleshooting. with the value Fhitung 77 978 (significance F = 0. 000). So Fhitung> Ftabel (77 978> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions about the application of the method tutor Peer (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Efektiftas Solving Methods of Problem Solving (Y1) 2) There is a significant relationship between student Perceptions of Peer Tutor Application method, learning environment, student Motivation towards learning outcomes of students cognitive value Fhitung 78 323 (significance F = 0. 000). So Fhitung> Ftabel (78 323> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions of Peer tutor application method (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Learning Outcomes Cognitive Domains (Y2).

scholarly journals Hubungan Keseimbangan dan Koordinasi Mata Kaki Terhadap Kemampuan Menggiring Bola dalam Permainan Futsal Klub Karsa Utama Putri Wajo

2021 ◽  
Vol 8 (1) ◽  
pp. 67
Author(s):  
Muhammad Hasbillah ◽  
Herman Herman
Keyword(s):  
Regression Analysis ◽  
Significant Relationship ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Total Sample ◽  
Coefficient Of Determination ◽  
Correlational Research ◽  
Analysis Technique ◽  
Independent Variable ◽  
The Relationship

This research aims to determine the relationship between balanced and the ability to dribble, the relationship between eye-foot coordination and the ability to dribble, and the relationship between balanced and eye-foot coordination on the ability todribble in futsal game Karsa Utama Putri Wajo’s club. The research was correlational research, with the independent variable was balanced and eye-foot coordination, while the dependent variable was the ability to dribble. The population of theresearch was Karsa Utama Putri Wajo's club players and the sampling technique used was total sampling technique with the total sample was 25 players. The analysis technique used was descriptive analysis, correlation analysis, regression analysis. The results showed that 1)There was a significant relationship between balanced and the ability to dribble in Karsa Utama Putri Wajo's club players with a correlation value (r) = 0,738. 2) There was asignificant relationship between eye-foot coordination on the ability to dribble in Karsa Utama Putri Wajo's club players with a correlation value (r) = 0,553. 3) There was asignificant relationship between balanced and eye-foot coordination on the ability to dribble in Karsa Utama Putri Wajo's club player swith a correlation value (r)=0.823,and a coefficient of determination (R2) = 0.677 or equal to 67,7%. Thus, it can be concluded that there is a significant relationship between balanced and coordination of the ankle son the ability to dribble in futsal game of Karsa Utama Putri Wajo's club.

scholarly journals BIG FIVE PERSONALITY TRAITS AND TEACHING PERFORMANCE OF FACULTY OF COLLEGE OF TEACHER EDUCATION, LAGUNA STATE POLYTECHNIC UNIVERSITY

2017 ◽  
Vol 5 (9) ◽  
pp. 99-105
Author(s):  
Victoria E. Tamban ◽  
Gloria L. Banasihan
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Personality Traits ◽  
Big Five ◽  
Significant Relationship ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Teaching Performance ◽  
Correlational Research ◽  
Academic Year

This study aimed to determine the relationships of big five personality traits and teaching performance of faculty of College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Los Baños, and Laguna. The study was conducted at the College of Teacher Education (CTE) of Laguna State Polytechnic University-Los Baňos Campus during 1st semester of Academic Year 2015-2016 employing correlational research design. The respondents of the study were the 20 faculty of CTE consist of 2 Associate Professors, 10 Assistant Professors and 7 Instructors.  A valid survey questionnaire on determining the level of big five personality traits adapted from the site of personality-testing.info, courtesy ipip.ori.org and the IPCR Evaluation are the instruments of this study. Frequency count, percentage and mean were used to describe the profile of the respondents and their teaching performance. Pearson r was used to determine the significant relationship between teachers’’ big five personality traits and their’ teaching performance. The results describe that teachers tend be about average in most of the big five personality traits except from neuroticism which shows a relatively low description. The results also revealed a weak correlation between variables such that it determined that there is no significant relationship the level of big five personality traits and the teaching performance of the respondents. Based on the conclusions the researchers suggested to have further study since it is limited only to the faculty of Teacher Education and also it is highly recommended to correlate teaching performance including students’ evaluation for their teachers and the academic performance of the students with teachers’ personality traits since the teaching performance is one of the factors that affect the students’ academic performance.

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