scholarly journals Curriculum Evaluation: Inputs for Principal’s Instructional Leadership

2021 ◽  
Vol 1 (2) ◽  
pp. 146-161
Author(s):  
Gilbert S. Arrieta
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
Curriculum Evaluation ◽  
Instructional Leaders ◽  
Main Task ◽  
Education Leaders ◽  
Key Points ◽  
Instruction And Curriculum ◽  
The Times ◽  
Administrative Tasks

One of the most important components in education is the curriculum. It undergoes evaluation and development to be responsive to the needs of the times. It adapts to the kind of teachers and learners because teaching and learning are dynamic. The main drivers of the curriculum are the education leaders primarily the principals who are the instructional leaders. The main task of the principal is instructional leadership which means overseeing the teaching and learning process starting with the curriculum. However, the administrative tasks of the principals deprive them of becoming effective instructional leaders. This study aims to present the experiences of the researcher in curriculum evaluation under different principals in a private sectarian school in Manila and seeks to identify how principals can take a strong leadership presence in the challenges in instruction and curriculum evaluation. A critical reflection which is an extension of “critical thinking” and asks us to think about our practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions was used as the method in this study. The researcher looks back into his experiences and identifies the key points in curriculum evaluation vis-à-vis the tasks of instructional leadership. It found out that curriculum evaluation, primarily an integral part of instructional leadership. The principals have to do curriculum evaluation as a collaborative task and process. Moreover, curriculum evaluation with instructional leadership should be giving importance to professional development and mentoring of academic heads and teachers.

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.

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.

Why Principals Sidestep Instructional Leadership

2018 ◽  
Vol 28 (4) ◽  
pp. 517-538 ◽  
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Policy Makers ◽  
Principal Behavior ◽  
Wide Range ◽  
Definition Of

Principal educators‘ and policy makers’ predominant expectation from school principals to serve as instructional leaders—who engage primarily in a wide range of activities that clearly focus on improving teaching and learning for all students—has scarcely been applied in practice by principals in today's schools. Researchers have found several reasons for this gap between professional recommendations and actual principal behavior. The current qualitative study, based on semi-structured interviews with 41 Israeli principals, suggests one more explanation for today's reality of principals‘ limited engagement in instructional leadership: Some principals uphold a non-academic definition of schools’ major goal—focusing on students‘ well-being, social skills, values, etc.—and thereby claim that improvements in teaching and learning should not be at the top of the school administrators’ priorities. This goal as a possible mechanism underlying principals' noncompliance has not been investigated to date.

scholarly journals Good Instructional Leadership: Principals’ Actions to Increase Composite ACT School Scores

2016 ◽  
Vol 9 (8) ◽  
pp. 120
Author(s):  
Bo Xu ◽  
Dongfang Liu
Keyword(s):  
Instructional Leadership ◽  
High School Principals ◽  
School Principals ◽  
Decision Makers ◽  
Instructional Leaders ◽  
Act Scores ◽  
Effective Strategies ◽  
Education Leaders ◽  
Admission Requirements ◽  
Composite Scores

<p class="apa">Due to increased college admission requirements and a 20-year flat-lined trend in ACT scores, it is imperative for education leaders across the nation to implement effective strategies to increase ACT composite scores. High school principals, as instructional leaders and decision makers, are the major stakeholders who are vested in the outcomes of the study. Findings based upon questionnaires can provide a description of the actions that principals report taking to increase composite ACT school scores.</p>

Ensuring Teachers’ Job Suitability: A Missing Component of Instructional Leadership

2019 ◽  
Vol 29 (5) ◽  
pp. 427-447 ◽  
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
School Principal ◽  
Instructional Leaders ◽  
Teacher Hiring ◽  
Wide Range ◽  
The Right ◽  
Principals Perceptions ◽  
Practical Implications

Instructional leadership can be defined as an educational leadership approach whereby the school principal is involved in a wide range of activities aiming to improve teaching and learning for all students. Surprisingly, the literature about instructional leadership practices has not mentioned school leaders’ practices for hiring appropriate teachers and for determining whether existing teachers are the “right people” for the job. This suggests that instructional leaders are not necessarily expected to ensure that the right people are on board. The current study’s goal was to explore principals’ perceptions regarding their role in ensuring teachers’ job suitability and its relation to instructional leadership. Data collection included interviews with a diverse sample of 59 Israeli principals. Data analysis revealed that school principals perceived the issue of teacher hiring/firing as complicated. Therefore, they often regarded related tasks—such as deciding which attributes are most important for effective teachers, determining how such effective teachers can be proficiently screened for hire, and executing dismissal of ineffective teachers—as impossible or impractical. The current study suggests that this perception led principals to refrain from considering the activities involved in ensuring teacher suitability as means to improve teaching and learning. Practical implications and further research are discussed.

A teaching-and-learning approach to principal supervision

2020 ◽  
Vol 102 (2) ◽  
pp. 54-57
Author(s):  
Meredith I. Honig & Lydia R. Rainey
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
Instructional Leaders ◽  
Learning Approach ◽  
Primary Focus ◽  
Central Offices ◽  
Principal Supervision ◽  
The Way

Principal supervisors often find themselves drawn into managing logistical and operational matters, instead of helping principals become more effective instructional leaders. Yet Meredith Honig and Lydia Rainey contend that principal supervisors need to make principals’ instructional leadership their primary focus. Drawing on their work with central offices, they explain how the principal supervisors who were most effective at promoting equity and improved instruction took a teaching-and-learning approach to their work with principals. They helped principals lead their own learning and used modeling and other instructional moves to help them along the way.

Perilaku Birokrat Dalam Pelayanan Publik Di Distrik Asologaima Kabupaten Jayawijaya

2020 ◽  
Vol 12 (2) ◽  
pp. 93-100
Author(s):  
Yoel Tabuni
Keyword(s):  
Consumer Satisfaction ◽  
Rapid Development ◽  
Main Task ◽  
Government Administration ◽  
Following Instructions ◽  
District Government ◽  
The Times ◽  
Rule Governance ◽  
Descriptive Method

In line with the rapid development of the times and the increasingly complex problems faced by the state, there has also been a development in government administration which has been marked by a shift in the paradigm of governance from Rule Governance. This situation makes the bureaucracy rigid, in an environment that is only limited to flowing the instructions or following instructions. The district government in an Asologaima District has the main task of carrying out part of the authority delegated by the district head in the fields of government, economy, and development, society, peace, and order as well as coordination.The method is sed is descriptive method. Bureaucrats as providers of public services must be able to provide quality services, the quality of service of bureaucrats to society is closely related to customer satisfaction or consumer satisfaction as the recipient of the service itself.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

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