scholarly journals Role of Instructional Leadership in Successful Execution of Curriculum: Head Teachers’ Perspective

2019 ◽  
Vol IV (IV) ◽  
pp. 317-323
Author(s):  
Moafia Nader ◽  
Fakhra Aziz ◽  
Afifa Khanam
Keyword(s):  
School Improvement ◽  
Instructional Leadership ◽  
Instructional Leaders ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Leading Role ◽  
Successful Execution ◽  
Teaching Learning ◽  
School Heads

Transformational leadership has been characterized by vision and inspiration while the emphasis of instructional /pedagogical leadership is on framing clear goals and objectives and then achieve them through careful planning and monitoring. Headteachers play the leading role in school improvement and increase and maintain instructional effectiveness. Their prime focus is on learning outcomes and enhancing the quality of the teaching-learning process. A qualitative research design was applied to get headteachers’ perspectives about role of instructional leadership in successful execution of the curriculum. Purposively 14 headteachers were selected to conduct interview. Among them 7 were female headteachers and 7 were male headteachers. The interview protocol was developed after reviewing literature and discussing role of instructional leaders in successful execution of curriculum with experts in the area and renowned educationists. It was revealed that school heads as instructional leaders have an important role in successful execution of curriculum

School Leader Perceptions: Coaching Tool and Process

2019 ◽  
pp. 194277511986825
Author(s):  
Sharon J. Damore ◽  
Barbara Stacy Rieckhoff
Keyword(s):  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
Instructional Leaders ◽  
Teacher Growth ◽  
Instructional Coaches ◽  
Interview Process ◽  
Leader Perceptions ◽  
Professional Conversations

This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

scholarly journals Towards a leadership programme for primary school principals as instructional leaders

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Parvathy Naidoo ◽  
Nadine Petersen
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Instructional Leaders ◽  
Learner Outcomes ◽  
Primary School Principals ◽  
Poor Learner

This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

scholarly journals Latina/o School Principals as Instructional Leaders

2017 ◽  
Vol 11 (1) ◽  
pp. 4 ◽  
Author(s):  
Juan Manuel Niño ◽  
Frank Hernandez ◽  
Fernando Valle ◽  
Jon McPhetres
Keyword(s):  
Instructional Leadership ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
School Principals ◽  
Instructional Leaders ◽  
Student Discipline ◽  
Instructional Time ◽  
Cultural Wealth ◽  
Relational Aspect

Focusing on the fundamental purpose of schools as student learning, this exploratory study attempts to better understand the role of Latino principals’ activities that are centered on the teaching and learning process. Specifically, the authors were interested in comparing the instructional leadership literature (what do instructional leaders do) and analyze the time and tasks that describe how Latino principals spend their time, and then compare these activities to Yosso’s (2005) cultural wealth model. Findings from our study revealed how principals create structures to prioritize instructional time by focusing on the relational aspect of the profession. Top activities where Latina/o principals spend most of their time include 33% in classrooms, 25% connecting with students, 23% pushing paperwork, 18% planning, 16% in meetings, 15% teaching training, and 14% in professional development. Additionally, our study highlights barriers for Latino school leaders indicating activities to reduce their time in meetings, student discipline, paperwork, and teacher administrator discipline.

scholarly journals Exploring the Role of Principals in Developing Conducive Schools Environment for Learning

2020 ◽  
Vol 1 (2) ◽  
pp. 79-84
Author(s):  
Nazish Farid ◽  
Dr. Khisro Kaleem ◽  
Dr. Nasrullah Khan
Keyword(s):  
Government Schools ◽  
Chi Square ◽  
Managerial Practices ◽  
Public Secondary School ◽  
Academic Activities ◽  
Chi Square Test ◽  
Effective Role ◽  
Teaching Learning ◽  
School Heads

A conducive environment is a vital factor affecting the quality of the teaching-learning process of Government schools. This descriptive study aims to find out the existing role and plans of the schools to make their environment more conducive. 100 public secondary school heads were randomly selected as a sample of the research. Data were collected by questionnaires from the respondents. Chi-Square test was applied to determine the existing roles of school heads who supported environment improvement. The study revealed that school heads were in majority supported to make school climate. The data identified that the principals were trying their level best to keep constant observations of the classes and monitoring the academic activities regularly which results in making instructions effective, motivating staff, regular planning, improving the academic role, and developing strong communications with parents and community. They were also trying about teacher’s motivation, professional development, and teamwork. It was recommended that for the effective role of principals strong planning to monitor teaching and improve managerial practices.

How National Context Indirectly Influences Instructional Leadership Implementation: The Case of Israel

2020 ◽  
pp. 0013161X2094421
Author(s):  
Haim Shaked ◽  
Pascale Benoliel ◽  
Philip Hallinger
Keyword(s):  
School Improvement ◽  
Instructional Leadership ◽  
Cultural Values ◽  
Instructional Leaders ◽  
Generic Model ◽  
National Context ◽  
Policy Makers ◽  
Mutual Adaptation ◽  
Clan Culture ◽  
Stage Process

Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context has influenced the adoption of instructional leadership as a defining role responsibility for Israeli principals. Research Methods: Participants in this qualitative study consisted of a diverse sample of 46 Israeli principals, broadly representative of the larger body of school principals in Israel. Data were collected through both interviews and focus groups. Data analysis proceeded in a four-stage process that involved condensing, coding, categorizing, and theorizing from the interview data. Findings: Findings identified three sociocultural norms that shaped principal adoption of instructional leadership in their role set: low power distance, clan culture, and incomplete identification of principals (and teachers) with their schools’ academic missions. These contextual cohering forces led principals to resist new, formally defined policy expectations of their role as instructional leaders. Implications: This study’s findings reinforce arguments that propose national context as an underserved theoretical lens for understanding differences in principals’ practices across different societies. The findings suggest that despite increasing global acceptance of instructional leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies. Even when a “generic” model of instructional or transformational leadership is adopted by policy makers, there will be a process of mutual adaptation during implementation.

scholarly journals THE CONDITIONS AND OPPORTUNITIES FOR TEACHERS’ PROFESSIONAL ADAPTATION AND CAREER IN SCHOOLS OF LATVIA AND LITHUANIA

2017 ◽  
Vol 2 ◽  
pp. 479
Author(s):  
Julija Melnikova ◽  
Jeļena Zaščerinska
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Professional Career ◽  
Factors Influencing ◽  
Professional Category ◽  
Career Opportunities ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
School Heads

The article highlights the modern notion of career and explores the salient factors, influencing teachers’ professional development and career opportunities in today’s secondary schools in Latvia and Lithuania. The implications of empirical research on the peculiarities of teachers’ as young specialists’ adaptation and it influencing factors are presented. The contradictory views on the problems of professional adaptation, expressed by two groups of respondents - school heads and young specialists - are analyzed. The article examines opinion of teachers, who have different work experience and professional category, on the topic of career development opportunities. The article also presents the empirical evidence on the question: what is the role of school heads (principal and deputy heads) in the aspect of optimization of teachers’ professional career. Moreover, the recommendations for high schools on how to optimize the teaching-learning process in order to ensure successful start of teachers’ pedagogical career are provided.

scholarly journals ANALYSIS OF THE PRACTICES OF SUPERVISION AT ELEMENTARY SCHOOL LEVEL IN PUNJAB

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Bakht Jamal, Syed Asad Abbas Rizvi, Muhammad Munir kayani
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Rating Scale ◽  
Sampling Technique ◽  
Quality Education ◽  
School Level ◽  
Head Teachers ◽  
Point Rating Scale ◽  
Teaching Learning

Supervision is one of the important factors for school improvement and ensuring quality education. It makes the teaching-learning environment effective and helps us to achieve the educational objectives. The current research study was designed to explore analyze the practices of supervision at elementary schools’ level in Punjab. The population of the study was 166 elementary schools and 64 supervisors. The sample respondents of the study were 50 head teachers and 16 supervisors of elementary schools’ public sector in the District. The researcher adopted a convenience sampling technique for the collection of data. The tool for the collection of data were two self-developed questionnaires on a five-point rating scale, one for head teachers and the second one for supervisors having forty-two (42) statements with eleven aspects regarding (1) objectives, (2) cooperation, (3) cleanliness, (4) quality of education, (5) motivation, (6) facilities, (7) attendance, (8) budget, (9) feedback, (10) problems and (11) universal primary education. The validity of the research instrument was properly ensured through experts’ opinions and pilot testing. The reliability of the instruments was ensured by applying the Cronbach Alpha. The value of the reliability for supervisors was found 0.939 and the reliability value for the head teachers was measured at 0.932. The data collected from respondents were subsequently organized properly. The collected data was accurately analyzed, tabulated, presented and interpreted. Descriptive statistics were applied and data was presented in the mean score, frequency and standard deviation and interpreted accordingly. The data was presented in the form of tables. It was concluded that the supervisors are discharging their professional responsibilities with the spirit to promote quality education, promote a healthy and child-friendly environment in schools and head teacher are keen on conveying the instructions from the supervisors to the teachers.

scholarly journals Headteachers' Instructional Leadership at Community Schools

AMC Journal ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 56-74
Author(s):  
Rudra Prasad Danai
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Educational Achievement ◽  
Community Schools ◽  
Leadership Role ◽  
Educational Goals ◽  
Head Teachers ◽  
Instructional Process ◽  
Information And Communication

This article explores instructional leadership of few head teachers of Dhading district. Due to the primitive model of school leadership, students faced obstacles in achieving educational goals. The objectives of this research are to explore the tradition of the head teachers' leadership of school and the role of the head teachers for the transformation of the educational attempts and achievements. This research followed phenomenological research method. Five head teachers leading the schools for more than a decade were interviewed. The data thus collected were interpreted through coding, categorizing and comparing the key themes. The research finds that the leadership role of the head teachers in the past was responsible for lagging behind the target of the educational achievement as recommended by the curriculum. This study concludes that the school leadership must be cross-threaded in instructional process, pedagogy, information, and communication technology (ICT).

scholarly journals “I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices

2019 ◽  
Vol 40 (2) ◽  
pp. 23-32
Author(s):  
Dawn Wallin ◽  
Paul Newton ◽  
Mickey Jutras ◽  
Jordan Adilman
Keyword(s):  
Instructional Leadership ◽  
Rural Schools ◽  
Self Efficacy ◽  
Leadership Practices ◽  
Instructional Leaders ◽  
Teaching Principals ◽  
Small Rural Schools ◽  
Exemplary Practice

This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were “not where they wanted to be” in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers’ associations that equates instructional leadership with classroom visits only has the effect of decreasing teaching principals’ self-efficacy as instructional leaders. We argue for recognition of these leaders’ efforts to support learning, and a reconstitution of the role of the teaching principal such that instructional leadership expectations are realistically manageable for leaders in small rural schools.

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