scholarly journals Effective Instructional Leadership Practices in High Performing Elementary Schools

2021 ◽  
Vol 6 (2) ◽  
pp. 60-70
Author(s):  
Jesse Sanchez ◽  
Jennifer Watson
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
Title I ◽  
Leadership Practices ◽  
Central California ◽  
High Performing ◽  
Monitoring Tools ◽  
Time Period ◽  
The Impact

The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.  

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

The impact of instructional leadership, professional communities and extra responsibilities for teachers on student achievement

2017 ◽  
Vol 31 (3) ◽  
pp. 383-395 ◽  
Author(s):  
Abdullah Alam ◽  
Mushtaq Ahmad
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Primary Schools ◽  
Teacher Commitment ◽  
Mediation Effect ◽  
Professional Communities ◽  
Content Type ◽  
Independent Variables ◽  
Teaching Responsibilities ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of instructional leadership, professional communities and extra “non-teaching” responsibilities for teachers on student achievement. Design/methodology/approach For a sample of 214 teachers from 88 primary schools in Pakistan, exploratory and confirmatory factor analyses were conducted to study the factor structure of the items. Correlation and hierarchical regression analysis was done to study the impact of the independent variables on student achievement; directly and through the mediation effect of teacher commitment. Findings The analysis of the data reveals that teacher commitment mediates the relationship between the independent variables and student achievement. Practical implications This study has implications for the education management and policy community in the sense that they should not engage teachers into non-teaching roles and promote instructional leadership within the school managers and help in development of teacher networks which will subsequently add to student achievement. Originality/value The role of teacher commitment in explaining the student achievement has not been researched extensively in the past. The study at hand intends to fill this research gap. Furthermore, the impact of extra “non-teaching” responsibilities on teacher commitment and subsequently the student achievement has not been studied before. Hence, this study is expected to open up a new dimension in this regard.

scholarly journals Participants' Perceptions of the Impact of the Wonder of Reading Programme

2021 ◽  
pp. 83-93
Author(s):  
Marilyn Nottingham Robertson
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Los Angeles ◽  
School Characteristics ◽  
Non Profit ◽  
Student Access ◽  
Library Staff ◽  
The Impact

By spring, 2003, The Wonder of Reading, a non-profit organisation, had partnered with 100 Los Angeles area elementary schools to implement their 3R Programme: Renovate, Restock, and Read. The study examined the impact of The Wonder of Reading Programme in selected schools as perceived by administrators, teachers, library staff, and parent. Further, the study examined variations in perception by role and by school characteristics. Participants perceived that the project led to a cascade of changes in practices, policies, and attitudes impacting student access to print, engagement in reading, and student achievement.

scholarly journals INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA

2021 ◽  
Vol 8 (7) ◽  
pp. 424-435
Author(s):  
Michael Amakyi
Keyword(s):  
High Schools ◽  
Instructional Leadership ◽  
Leadership Practices ◽  
Learning Climate ◽  
High Performing Schools ◽  
High Performing ◽  
School Learning ◽  
School Heads ◽  
Leadership Dimensions ◽  
Experimental Survey

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

scholarly journals Communication Behaviors of Principals at High Performing Title I Elementary Schools in Virginia: School Leaders, Communication, and Transformative Efforts

2016 ◽  
Vol 2 (2) ◽  
pp. 2
Author(s):  
Dawn E Tyler
Keyword(s):  
Decision Making ◽  
Elementary Schools ◽  
Title I ◽  
Communication Skills ◽  
Title I Schools ◽  
Communication Behaviors ◽  
School Division ◽  
High Performing ◽  
Title I Elementary Schools ◽  
Level Training

<p align="center">Abstract</p><p>Principals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary.  The ability to motivate teachers utilizing effective communication is one such skill set.  This qualitative research proposes a division-level training program designed to improve communication skills of principals and aspiring principals based on the self-reported communication strategies of principals at high-performing Title I elementary schools.  High performing Title I schools represented just 8% of all Title I schools in Virginia during 2014.  This qualitative data was derived from semi-structured interviews with 8 of these principals, surveys of principals, and publicly available data about these schools.  Analysis of the self-reported information resulted in 11 specific communication strategies practiced by most or all of the principals in the participating high performing Title I elementary schools.  Further uncovered were 5 themes of communication in leadership which include: a student-centered approach to decision-making; transparency of decision-making; shared decision-making with principal and teachers; the role of faculty trust; and principal preparation.  Specific principal communication behaviors with teachers were implemented in motivating teachers toward earning high-performing status.  These included frequent face-to-face and personal communications, minimal use of whole-school meetings, and weekly principal participation in grade level meetings.  Additionally, principal certification programs were found to have had little impact on the participants in the area of communication.  Finally, the critical importance of mentoring, together with school-division level training in the area of communication development, was revealed.  This research concluded that communication skills are necessary for building trust between school principals and teachers, with trusting relationships vital for leading teachers toward effective instruction.  More structured leadership training is essential in the area of communication skills in preparing school leaders and is most effective at the school division level.</p><p><em> </em></p><p> </p>

scholarly journals Principals' Instructional Leadership Practices in Pakistan Elementary Schools: Perceptions and Implications

2020 ◽  
Vol 8 (1A) ◽  
pp. 16-23
Author(s):  
Adeel Ahmed Khan ◽  
Soaib Asimiran ◽  
Suhaida Abdul Kadir ◽  
Ramli Basri
Keyword(s):  
Elementary Schools ◽  
Instructional Leadership ◽  
Leadership Practices

scholarly journals Follow the Money or Follow the Mentors?

2021 ◽  
Vol 16 (1) ◽  
pp. 118-125
Author(s):  
Judy Jackson May ◽  
Diane Conway ◽  
Andrea D. Guice
Keyword(s):  
Student Achievement ◽  
Title I ◽  
Student Performance ◽  
Positive Impact ◽  
Disadvantaged Students ◽  
Mentoring Program ◽  
Grade Point ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
The Impact

Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement. 

scholarly journals The impact of sports on above-the-average and high-performing students achievements in Hungarian and Romanian higher education institutions

2014 ◽  
Vol 5 (3) ◽  
pp. 794-802
Author(s):  
Klara Kovacs
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Research Question ◽  
Well Being ◽  
Cooperative Research ◽  
Subjective Health Status ◽  
Student Groups ◽  
High Performing ◽  
Mental Fitness ◽  
The Impact

In this paper, we apply such a complex indicator of student achievement to study the effect of sporting habits on higher education students achievement in Romania and Hungary in the Partium region. We created a complex indicator based on 12 dimensions and re-coded the index to a binominal variable: measuring above-the-average and high-performing student achievement. Consequently, our main research question is whether sporting habits contribute to becoming a member of the above-the-average or high-performing student groups. In our analysis, we control for the effect of social background variables and examine also the effects of subjective wellbeing (happiness and life satisfaction), self-assessment on health and resilience (mental fitness, flexibility, adaptability to changed conditions) as the positive influence of these latter factors on student achievement has been verified by others and our previous studies as well.  In the frame of our research, Higher Education for Social Cohesion Cooperative Research and Development in a Cross-border Area (HERD, HURO/0901/253/2.2.2.) a survey was carried out in the three countries of the Partium region (Hungary, Romania, Ukraine). The Ukrainian subsample was eliminated from the current analysis due to low headcounts and biased effects, thus our database included 2619 students. According to our results free-time sporting, subjective health status and resilience increase the likelihood to belong to the above-the-average group, while the two regular forms of sporting and mental fitness promote students to belong to the high-performing group. The level of subjective well-being decreases the likelihood to belong to both student groups. These support the assumption that sporting students are more engaged towards their studies and work as well and consider their studies as more meaningful. Such an attitude serves as a motivational factor for finishing their studies even more successfully, continuing their studies even at the doctoral level. These positive personality traits, values and attitudes that are also related to sporting define advantages in academic and personal lives and the labour market through the transfer-effect of sports.

Exploring how instructional leadership affects teacher efficacy: A multilevel analysis

2019 ◽  
Vol 49 (1) ◽  
pp. 188-207 ◽  
Author(s):  
Xiaorong Ma ◽  
Russ Marion
Keyword(s):  
Teacher Efficacy ◽  
Instructional Leadership ◽  
Leadership Practices ◽  
Instructional Program ◽  
Western China ◽  
Learning Climate ◽  
Faculty Trust ◽  
Policy Makers ◽  
Mediating Role ◽  
The Impact

This study employed a multilevel modeling approach to examine the impact of principal instructional leadership on teacher efficacy and the mediating role played by faculty trust in that process. A total of 50 secondary school principals and 714 teachers in a minority region of Western China participated in the study. The results indicate that instructional leadership, in terms of developing a positive learning climate, directly and positively affects teacher efficacy. Instructional leadership practices that define the school’s mission, manage the instructional program, and develop positive school learning climate, positively affect faculty trust. The results underscore the fact that specific instructional leadership practices have more indirect than direct impacts on teacher efficacy through faculty trust in the principal. The areas of significance identified by this study may guide policy makers and practitioners for informed decisions and interventions targeting to build up teacher efficacy.

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