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 School Climate: Its Impact on Teachers’ Commitment and School Performance

2021 ◽  
Vol 3 (2) ◽  
pp. 21-35
Author(s):  
Vilma H. Manla
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
School Performance ◽  
Well Being ◽  
Teaching Profession ◽  
Drop Out ◽  
Congressional District ◽  
School Teaching ◽  
Teachers And Parents ◽  
The Relationship

The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

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.

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 Psychological Symptoms in Young Adult Migraineurs

2020 ◽  
Vol 11 (1) ◽  
pp. 42
Author(s):  
Turgay Akalin ◽  
Aysin Sinal
Keyword(s):  
Interpersonal Relationships ◽  
Significant Relationship ◽  
Psychological Symptoms ◽  
Pearson Correlation ◽  
Psychological Symptom ◽  
Age Groups ◽  
Control Group ◽  
Migraine Headaches ◽  
Significant Difference ◽  
Group 2

We aimed to reveal psychological symptoms of young university students (18-25 y/o) with no secondary disease with complaints of migraine headaches. We compared the psychological symptoms with a young control group that did not present headaches and other studies examining migraines in different age groups to determine any similarities. The study consisted of 75 migraine cases; 13 with aura and 62 without aura) and 42 non-headache control subjects. The International Classification of Headache Disorders 3 (ICHD-3) with criteria questions and the Psychological Symptom Research Scale were applied to all participants and SPSS Statistics Program evaluated the data. Findings: 1) In the test of Descriptive Statistics for the Sample of Students, average values of both sexes were taken and found the average values of the migraine groups were higher than control group. 2) The Anova Test found differences in the diagnostic group besides depression (Somatisation p<., others p<.01) with no significant difference in depression (p=0.315). 3)The Pearson Correlation Analysis, found no association between age and psychological symptoms. There’s a significant relationship between psychological symptoms with somatisation (besides paranoid) (p<.05). There’s a significant relationship between depression and other psychological symptoms (p<.05). There’s a significant relationship between anxiety, obsession, interpersonal relationships, psychoticism, paranoia, anger, phobia, additional scale and other psychological symptoms (p<.01). Result: The study demonstrated psychological symptoms in young migraineurs. The average psychological symptoms of both migraine groups were higher than the control group, this showed psychological symptom similarities between young migraineurs and migraine patients of different age groups.

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

Classroom Performance and Ancillary Functions Among Secondary School Teachers in the Third District of Bohol

2021 ◽  
Vol 9 (1) ◽  
pp. 57-85
Author(s):  
Sherlito D. Salise ◽  
Elijah L. Sales ◽  
Katrina A. Belgira
Keyword(s):  
Secondary School ◽  
Private Schools ◽  
Secondary School Teachers ◽  
Statistical Treatment ◽  
Congressional District ◽  
Classroom Performance ◽  
School Teachers ◽  
Public And Private ◽  
Survey Tool ◽  
Exact Test

Classroom performance is measured through classroom observation, both announced and unannounced. Ancillary functions are additional responsibilities other than the mandated teaching load mandated by the department manual. The study looked into classroom performance and ancillary functions among secondary school teachers in the 3rd district of Bohol. It also determined if a correlation exists between the two variables. It utilized the descriptive-normative method with a survey tool to gather data from administrators, coordinators, and faculty among selected secondary public and private schools in the 3rd congressional district, Bohol. Overall, there was a 440-sample size from a 505 population with a 1.68 margin of error at a 95 percent confidence interval. It used frequencies, percentages, weighted mean, and nonparametric statistical treatment utilizing Spearman Rho, Fisher’s Exact Test, Pearson’s Correlation Coefficient, and Paired Sample Test. Freidman Test of Difference. Findings revealed that the overall performance in announced observation was “Outstanding” while unannounced observations were rated “Satisfactory.” Results revealed that teachers were partially involved in ancillary functions. A significant correlation was found between each of the nine indicators of classroom performance and the level of ancillary functions. Hence, when the given indicators of classroom performance are leveled up, the teachers are more likely to be engaged in ancillary functions. Teacher respondents in private schools obtained higher ratings in unannounced classroom observations.

scholarly journals New Strategic Thinking in Mitigating the Challenges in Implementing Key Performance Indicators (KPIs) and Increasing Efficiency in Corporate Performance Management in MENA Region

2019 ◽  
Vol 10 (4) ◽  
pp. 59
Author(s):  
Moetaz Soubjaki ◽  
Radwan Choughri
Keyword(s):  
Performance Management ◽  
Significant Relationship ◽  
Performance Indicators ◽  
Corporate Performance ◽  
Implementation Process ◽  
Key Performance Indicators ◽  
Strategic Thinking ◽  
Mena Region ◽  
Effective Implementation ◽  
Goals And Objectives

The implementation of key performance indicators (KPIs) is a challenging task for many businesses. Yet, effective implementation of KPIs is among the major determinants of performance and success of an organization. This study explored the new strategic thinking in mitigating the challenges in implementing key performance indicators (KPIs) and increasing efficiency in corporate performance management in the Middle East & North Africa (MENA) region. The study sought to test three hypotheses: (i) there is a significant relationship between having enough training and awareness sessions before implementation and effective implementation of KPIs; (ii) there is a significant relationship between having KPI professionals and specialists and effective implementation of KPIs; and (iii) there is a significant relationship between having clear KPI goals and objectives, on one hand, and the effective implementation of KPIs on the other. Hypotheses 2 and 3 were proved to be true while results for hypothesis 1 were inconclusive. A total of 1007 participants from across the MENA region were involved in the study. The findings demonstrate the importance of having clear KPI goals and objectives and KPI professionals or specialists to oversee the KPI selection and implementation process. Further research should be conducted to establish whether there is a significant relationship between having enough training and awareness sessions before implementation and effective implementation of KPIs.

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