The instructional leadership role of the school principal on learners’ academic achievement

Purpose The purpose of this paper is to synthesize findings from studies of principal instructional leadership conducted in five East Asian societies. The authors first identify similarities and then differences in approaches to instructional leadership across the societies. Then the findings of the synthesis are compared with broad findings from the global literature on principal instructional leadership. Design/methodology/approach The paper employs a thematic approach to synthesizing findings from the five qualitative studies. Findings The authors identified numerous similarities in practices of instructional leadership across the five societies. These included first, a top-down approach to defining the mission and goals of schools whereby principals worked within a fairly narrow zone of discretion. Second, principals devoted relatively little attention to coordinating the curriculum due to working within strict national curriculum frameworks. Third, principals executed their instructional leadership practices with an ever-present sense of the need to honor hierarchical relations and maintain harmony among staff and other stakeholders. Differences across the five societies centered on the extent to which the instructional leadership role of principals was explicitly defined and the extent to which they received training for the role. Originality/value This synthesis sought to build upon reviews of research published in a special issue of this journal two years ago. The synthesis and this body of research papers have contributed toward moving empirical research on educational leadership broadly, and instructional leadership in particular, forward in East Asia.

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Peran Kepemimpinan Kepala Sekolah Dalam Menerapkan Manajemen Mutu Terpadu

10.31227/osf.io/ayqrc ◽

2019 ◽

Author(s):

Wisnu Adikarsa Hutomo ◽

Hade Afriansyah ◽

Rusdinal

Keyword(s):

Quality Management ◽

School Principal ◽

Leadership Role

This article explains how the leadership role of a school principal is to implement integrated quality management with the aim of producing quality graduates who can advance education in Indonesia.

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The Evaluation Of The Leadership Role Of School Principal

Jurnal Manajemen dan Supervisi Pendidikan ◽

10.17977/um025v5i22021p73 ◽

2021 ◽

Vol 5 (2) ◽

pp. 73-79

Author(s):

Pedro da Costa Miranda ◽

Ade Iriani

Keyword(s):

School Principal ◽

Leadership Role

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Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

KnE Social Sciences ◽

10.18502/kss.v6i2.10001 ◽

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

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Designing An Innovative School Library Environment To Facilitate 21st Century Literacy Skills

IASL Annual Conference Proceedings ◽

10.29173/iasl7203 ◽

2016 ◽

Author(s):

Meghan Sarah Harper

Keyword(s):

Academic Achievement ◽

Instructional Leadership ◽

21St Century ◽

School Library ◽

Literacy Skills ◽

Leadership Role ◽

School Librarians ◽

Dynamic Impact ◽

21St Century Literacy ◽

Instructional Collaboration

School librarians have an unprecedented opportunity to assume an instructional leadership role and create a facility that promotes instructional collaboration, inquiry and collaborative learning that will have a dynamic impact on academic achievement. Through the facilitation of these activities, school librarians provide a vital connection to student acquisition of 21st century literacy skills.

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Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

The Elementary School Journal ◽

10.1086/700597 ◽

2018 ◽

Vol 119 (2) ◽

pp. 270-297 ◽

Cited By ~ 5

Author(s):

Christine M. Neumerski ◽

Jason A. Grissom ◽

Ellen Goldring ◽

Timothy A. Drake ◽

Mollie Rubin ◽

...

Keyword(s):

Teacher Evaluation ◽

Instructional Leadership ◽

School Principal ◽

Evaluation Systems ◽

Multiple Measure ◽

Teacher Evaluation Systems

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MADRASAH SCHOOL LEADERSHIP TO IMPROVE TEACHER PERFORMANCE

Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah ◽

10.36768/abdau.v3i1.113 ◽

2020 ◽

Vol 3 (1) ◽

pp. 58-66

Author(s):

Rafiq Mubarak ◽

Achadi Budi Santosa

Keyword(s):

Data Collection ◽

School Leadership ◽

Teacher Performance ◽

School Principal ◽

Leadership Role ◽

Research Subjects ◽

Cultural Climate ◽

Collection Data ◽

Analysis Models

The purpose of the research is to describe the leadership of madrasah headmaster to improve teacher performance. This research method uses qualitative methods and the research subjects are madrasah school principals and teachers. Data collection is done with interviews, observation, and documentation. The data analysis uses miles & Huberman analysis models with the sequence of data collection, data reduction, data presentation, and deduction. This research shows (1). The importance of the leadership role of the madrasah headmaster to improving teacher performance through a teacher's professional improvement by attending a seminar, subject teachers' deliberations (MGMP) (2). The leadership of the madrasah school principal in creating a conducive cultural climate of madrasah school which encourages teachers in teaching students to improve their character and moral of the learners.

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FACTORS THAT AFFECT INSTRUCTIONAL LEADERSHIP ROLE IN IMPROVING STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS OF ILU ABABOR ZONE.

International Journal of Advanced Research ◽

10.21474/ijar01/5674 ◽

2017 ◽

Vol 5 (10) ◽

pp. 1576-1588

Author(s):

DimoDidana Dinie ◽

◽

TekalignMinalu Tirfe ◽

WubayewDagne Ayenew ◽

◽

...

Keyword(s):

Academic Achievement ◽

Instructional Leadership ◽

Secondary Schools ◽

Leadership Role

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

Australian Journal of Teacher Education ◽

10.14221/ajte.2021v46n6.2 ◽

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.

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