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.

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.

Principals’ Instructional Leadership towards Teachers' Self-Efficacy

2018 ◽  
Vol 7 (3.30) ◽  
pp. 449
Author(s):  
Nitce Isa Medina Machmudi Isa ◽  
Azlin Norhaini Mansor ◽  
Jamalul Lail Abdul Wahab ◽  
Bity Salwana Alias
Keyword(s):  
Instructional Leadership ◽  
Self Efficacy ◽  
Leadership Practices ◽  
Rating Scale ◽  
Short Form ◽  
School Level ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Right ◽  
High Level

Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.  

scholarly journals Exploring principals’ instructional leadership practices in Malaysia: insights and implications

2017 ◽  
Vol 55 (2) ◽  
pp. 207-221 ◽  
Author(s):  
Alma Harris ◽  
Michelle Jones ◽  
Kenny Soon Lee Cheah ◽  
Edward Devadason ◽  
Donnie Adams
Keyword(s):  
Instructional Leadership ◽  
Knowledge Base ◽  
Exploratory Study ◽  
Primary Schools ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Instructional Leaders ◽  
Small Scale ◽  
Leadership Practice ◽  
Content Type

Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.

scholarly journals Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Grace Chabalala ◽  
Parvathy Naidoo
Keyword(s):  
Instructional Leadership ◽  
Teacher Development ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Middle Managers ◽  
Mission Statement ◽  
Instructional Leaders ◽  
Learning Climate ◽  
Primary Role ◽  
Curriculum Delivery

Background: This study was designed to explore teachers’ and middle managers’ experiences regarding their principals’ instructional leadership practices aimed at improving curriculum delivery in schools. Literature on instructional leadership indicates how failing schools can be turned around to become successful if principals consider instructional leadership to be their primary role within schools. The authors, therefore, argue that it is the responsibility of principals to ensure that learners’ results are improved through intervention and support provided by the principals to capacitate teachers and middle managers in delivering the curriculum effectively. Globally, literature promotes the significance of the continued professional development of teachers, and many scholars allude to the pivotal role principals or school heads play in teachers’ skills advancement.Aim: The aim of this article was to identify principals’ instructional practices that improve curriculum delivery in schools, which are examined through the experiences of teachers and middle managers.Setting: The study was conducted in two schools in the Gauteng province of South Africa.Method: The researchers employed a qualitative approach, utilising three domains of instructional leadership as its framework, and these are defining the school mission statement, managing the instructional programme and promoting a positive school learning climate. Four teachers and four middle managers were purposefully selected at two schools for data collection conducted through semi-structured individual interviews, which were analysed using thematic content analysis.Results: Three themes emerged, namely, understanding good instructional leadership practices, teacher development as an instructional practice and instructional resource provisioning.Conclusion: The study highlights the importance of teachers and middle managers in understanding that principals are merely not school managers or administrators, but rather instructional leaders whose primary role is to direct teaching and learning processes in schools. Principals need to create time within their constricted schedules to become instructional leaders, which is their main purpose in schools. If the roles and responsibilities of middle managers are not explicit, their ability to simultaneously perform the dual task of being teachers and middle managers will be compromised.

Instructional Leadership Practices among Principals in Israeli and US Jewish Schools

2017 ◽  
Vol 26 (2) ◽  
pp. 132-153 ◽  
Author(s):  
Jeffrey Glanz ◽  
Haim Shaked ◽  
Chanina Rabinowitz ◽  
Shmuel Shenhav ◽  
Rachel Zaretsky
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Women Principals ◽  
Instructional Leaders ◽  
Leadership Perceptions ◽  
Methodological Study ◽  
Jewish Schools ◽  
And Behaviors

Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.

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 Link between Rural Schools and Community Vitality

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Dianne Thomson ◽  
Steven G. Hertz
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Small Schools ◽  
Well Being ◽  
Best Interests ◽  
Community Members ◽  
School Closures ◽  
Local Schools ◽  
Small Rural Schools

This project focused on the connection between a community and its schools, and the role that schools play in rural community vitality. It investigated both community members and former student experience with small schools in one rural area of Ontario, Canada. Community responses indicate that rural schools play a considerable role in the well-being of community members; former student responses indicate similar themes. Results indicated a strong link between local schools and components of the Canadian Index of Well-being. Discussion focuses on the gap between the role of schools in rural communities and the provincial policies on school closures, and how the findings suggest that new approaches to the challenges of small rural schools are in the best interests of both students and communities.

Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak

2021 ◽  
Vol 17 (1) ◽  
pp. 165
Author(s):  
Andy Fred ◽  
Gurcharan Singh Bishen Singh
Keyword(s):  
Instructional Leadership ◽  
Rural Schools ◽  
Leadership Practices ◽  
Rating Scale ◽  
Three Dimensions ◽  
Survey Method ◽  
Mixed Method Research ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
High Level

This study focuses on teachers’ perceptions of their headmasters’ instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using ‘The Principal Instructional Management Rating Scale (PIMRS) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with SPSS IBM Version 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters’ instructional leadership in the three dimensions as “medium high” (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers’ perceptions regarding their headmasters’ instructional leadership practices. This study also revealed the headmasters’ instructional leadership practices as “medium high” level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities.   Keywords: Instructional Leadership, Under-enrolled Schools, Rural Schools

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

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