scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

scholarly journals PRINCIPAL’S INSTRUCTIONAL LEADERSHIP AND ITS RELATION TO TEACHERS’ COMMITMENT IN HIGH PERFORMANCE SCHOOLS (HPS) IN SEREMBAN DISTRICT

2019 ◽  
Vol 4 (33) ◽  
pp. 107-121
Author(s):  
Rozila Md. Yusof ◽  
Jamalul Lail Abdul Wahab
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
High Performance ◽  
Rating Scale ◽  
Sampling Technique ◽  
Three Dimensions ◽  
Survey Method ◽  
Learning Climate ◽  
Validity And Reliability ◽  
Very High

The transformation of education in Malaysia now focuses on the changes in school leadership. Therefore, this research aims at identifying the Principal’s Instructional Leadership in relation to teachers’ commitment in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT) in Seremban district, Negeri Sembilan. The level of Principal’s Instructional Leadership is assessed from various dimensions which are defining, creating school’s objectives, organizing instructional programmes in school and encouraging school’s learning climate. On the other hand, the level of teachers’ commitment is assessed from three dimensions which are acceptance of objectives and organization values, readiness to achieve the objectives and willingness to stay in the organization. The researcher chose the research survey method and it is a quantitative nature that used questionnaire forms in which the validity and reliability are tested with the value of 𝛼=0.985. The strata random sampling technique was used to collect data among the population of teachers in High Performance Schools (HPS) in Seremban district, Negeri Sembilan and the size of the samples is a total of 127 persons. Research analysis used descriptive statistics and inferences to find answers for research enquiries. The research data was gathered and collected by using Principal Instructional Management Rating Scale (PIMRS) by Hallinger and Murphy (1987). This research found that the overall level of Principal’s Instructional Leadership was at a very high score of min= 4.40. Meanwhile, teachers’ commitment value showed that it was at a very high score of min=4.15. Besides, this research found that there was a significant relationship between Principal’s Instructional Leadership and teachers’ commitment which showed a strong correlation that is r = 0.687. This research gave an impression of Principal’s Instructional Leadership styles impacts teachers’ commitment in terms of executing tasks at school therefore contributes to effectiveness of an organization in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT).

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 Meta-analysis of school leadership effects on student achievement in USA and Turkey

2018 ◽  
Vol 13 (4) ◽  
pp. 590-603
Author(s):  
Sengul Uysal ◽  
Yılmaz Sarıer
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Effect Size ◽  
Best Practice ◽  
Research Study ◽  
Meta Analysis ◽  
The Usa ◽  
Positive Effect ◽  
Modest Level

This research study aims to investigate the effects of school leadership on student achievement in USA and Turkey. The method of meta-analysis is used to calculate the effect size of school leadership on student achievement. Thirty-nine research studies were included in this study. However, several publications included in the research have examined more than one leadership approach. Due to this reason, the dataset used in 39 publications was determined as 68 in total. The results of the analyses performed with a random-effects model revealed that school leadership has a small but positive effect on student achievement in general. However, in Turkey, the effect size is at a modest level, while it is small in the USA. Considering the findings of the study, it can be proposed that professional development opportunities should be supported for the best practice of instructional leadership behaviours. Keywords: Achievement, meta-analysis, school leadership, Turkey, USA

School leadership writ small: Meetings and school principal practice

2021 ◽  
pp. 174114322110589
Author(s):  
Gopal Midha
Keyword(s):  
School Leadership ◽  
Keyword Search ◽  
School Principal ◽  
Three Dimensions ◽  
Personal Network ◽  
Leadership Practice ◽  
Academic Literature ◽  
Principal Practice ◽  
Academic Publications ◽  
School Principalship

This paper systematically reviews literature on meetings of the principal or principal meetings from 1970 to 2021. Even though meetings comprise the largest percentage of principal time, they have been overlooked as a topic of research. The purpose of this review is to study notations of meetings in academic literature and develop analytical insights on school leadership practice. The systematic literature search used keyword search, snowballing, and personal network references to yield 62 academic publications. The results of the review indicate that educational literature provides limited and often summative notations of principal meetings. Importantly, the limited notations are still able to illuminate and nuance three dimensions of school principalship – bridging, bending, and balancing. Further, three possible conceptualizations of principal meetings as waste of time, familiar events, and intervention tools provide analytical insights into meetings as a microcosm of school principal practice. Implications for theory, practice, and further research are provided.

scholarly journals THE LEADERSHIP OF A SCHOOL UNIT

2019 ◽  
Vol 7 (11) ◽  
pp. 559-569
Author(s):  
George F. Zarotis ◽  
Dimitrios Ntalossis ◽  
Maria Koukoli
Keyword(s):  
School Leadership ◽  
Cognitive Abilities ◽  
School Environment ◽  
School Change ◽  
School Effectiveness ◽  
Local Community ◽  
Relevant Literature ◽  
School Principal ◽  
Educational Work ◽  
And Performance

The school principal has a specific role in the school environment, which for the most part is bureaucratic. However, given the constantly changing environment in which the school operates and given the relationship between the school and the local community, the school principal needs to undertake additional responsibilities and moreover also possess specific skills in order to fulfil his or her role as a principal-leader. The ultimate research goal is to determine the purpose of leadership within the school unit. The method adopted for the study was a review of the relevant literature. In light of the present study, it is evident that in order for educational organizations, or otherwise educational units, to accomplish their purpose, effective management is a prerequisite. As regards the factors that contribute to school effectiveness, researches have shown that there is an inseparable link between school unit leadership and school effectiveness. An effective school principal-leader assists and supports teachers, while overseeing the educational work, and also encourages and promotes the involvement of teachers and parents in the decision-making process, which leads to the commitment of teachers to the school organization and increases their job satisfaction and performance. Furthermore, teachers should be able to teach all children, both those with high cognitive abilities and those with a low level of academic skills. An important role in this process plays the principal of the school. However, teachers, on the other hand, should not simply accept the principal’s vision, especially if they want to be an integral part of the process of school change. Instead, teachers should create a vision for the school together with the principal, and not just act as executors of his/her vision. Finally, four factors characterize the successful process of improving the school unit. These factors are: recognition of the improvement process by the school leadership, interaction and communication both between school members and between the school unit and the local community, the existence of a system of values, as well as cooperation between school members, and between them and society, to design and implement the selected strategies.

scholarly journals Impact of School Leadership on Students Personality Development

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 42-49
Author(s):  
Muhammad Asif Kamal ◽  
Dr. Zairab Mahmood ◽  
Dr. Muhammad Ishaq
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Personality Development ◽  
Relevant Literature ◽  
Target Population ◽  
School Principal ◽  
Track Record ◽  
Azad Kashmir ◽  
Promotion Process ◽  
The Impact

The study was to investigate the impact of school leadership on student’s personality development. The objectives of the study were to investigate the characteristics of competent school leadership and to find out the factors which develop students’ personality. The nature of the study was descriptive. There were forty principals (one post was vacant) and two hundred ninety-one senior teachers in forty-one secondary schools in district Mirpur Azad Kashmir. Thirteen principals and a hundred teachers were selected randomly from the target population. A questionnaire of twenty items was developed from the relevant literature. The questionnaire was examined by two experts while the coefficient of reliability was 0.93. Data were collected through personal visits. It was concluded that the school leadership develops the students’ personalities. The study provided suggestions in the recruitment and promotion process of school principals that preference should be given to those candidates who have an ideal track record for promotion as the school principal.

School leadership and its impact on student achievement

2016 ◽  
Vol 30 (6) ◽  
pp. 941-958 ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Transformational Leadership ◽  
School Climate ◽  
Instructional Leadership ◽  
School Leadership ◽  
Student Outcomes ◽  
Leadership Behaviors ◽  
Teacher Job Satisfaction ◽  
Content Type

Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.

A bibliometric analysis of research on principal leadership and student achievement

2019 ◽  
Vol 6 (7) ◽  
pp. 55-61
Author(s):  
Nedim Ozdemir
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
Bibliometric Analysis ◽  
Principal Leadership ◽  
Temporal Analysis ◽  
School Principal ◽  
Leadership And Student Achievement ◽  
Bibliometric Review ◽  
And Performance

This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture. Keywords: School principal, academic achievement, bibliometric analysis.

Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?

2018 ◽  
Vol 102 (1) ◽  
pp. 38-57
Author(s):  
Gary Houchens ◽  
Chunling Niu ◽  
Jie Zhang ◽  
Stephen K. Miller ◽  
Antony D. Norman
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Assistant Principals ◽  
Assistant Principal ◽  
School Principal ◽  
High School Principal ◽  
Principal Perceptions ◽  
Achievement Outcomes ◽  
Collaborative Engagement ◽  
Survey Responses

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.

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