scholarly journals Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

2021 ◽  
pp. 329-342
Author(s):  
Deepa Sikand Kauts ◽  
Amit Kauts ◽  
Supriya Dang
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Rating Scale ◽  
School Principals ◽  
Institutional Effectiveness ◽  
Academic Standards ◽  
Instructional Management ◽  
Instruction Time ◽  
Significant Difference ◽  
Effectiveness Rating

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience.  In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals Quality of Education in Independent and Franchise Private Secondary Schools in Pakistan

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Munawar Sultana Mirza ◽  
Nazia Manzoor
Keyword(s):  
Independent Schools ◽  
Rating Scale ◽  
School Principals ◽  
Head Teachers ◽  
Process Indicators ◽  
Point Rating Scale ◽  
Large Spread ◽  
Significant Difference ◽  
The Difference

Pakistan has a variety of privately managed schools. Inspired by thecorporate model the large school systems offer franchise to the smallschools in the name of better quality education leading to better marketacceptability. This study was conducted to find out the difference in thequality of education provided by the franchise and independent privatesecondary schools. Ten schools of a renowned large spread schoolsystem were selected conveniently and ten independent schools wereselected from the same localities for ensuring similarity of the context.Quality of education was define dalong input, process and product/outputindicators. Opinion of Head Teachers (HTs)/ School principals wasgathered through a questionnaire consisting five point rating scale oninput and process indicators. Opinion of HTs about input indicators wasvalidated through direct observation of the input indicators in the schoolsby one of the researchers. Students’ achievement scores in thematriculation examination conducted by the Board of Intermediate andSecondary Education, Lahore were the indicator of quality output. TheHTs of the two types of schools perceived no significant difference in thequality of input and process at their schools but the independent schoolsscoring slightly better on each of the two indicators. However, theindependent private schools were significantly superior to the franchiseschools in quality of output in terms of students’ pass percentage anddistribution over grades. Thus, the claim of franchising for better qualityeducation was not supported by this research.

scholarly journals Bhutanese School Principals’ Discernments towards Instructional Leadership Practices

2021 ◽  
pp. 19-34
Author(s):  
K. Dorjee Wangchuk ◽  
. Choden
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Rating Scale ◽  
Working Environment ◽  
Institutional Factors ◽  
Instructional Management ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Academic Qualification ◽  
High Level

The authors report a study in which they examined how the principals utilize to analyze the level and contrast of principals’ discernments towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in Bhutan. The quantitative and qualitative approaches were deployed for this research. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through Principals Instructional Management Rating Scale questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. These 31 principals are the representative of Instructional leadership from one of the districts in Bhutan. The findings of this study revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (Principals Instructional Management Rating Scale) almost at high level and overall mean generated was also high (3:58). Distinguished obstacles to instructional leadership were various roles, time limitations, work over-burden, lacking guidelines resources, shortages of teacher, restricted bolster for professional advancement, jumble between expectations and priorities. Within the light of the above findings, researcher would like to conclude that building learning culture not only depends on individual academic qualification but also the working environment and attitude of the academic committee towards student centered learning beneath the supervision of effective instructional leadership.

Principals’ knowledge of school law in Kuwait: implications for professional development

2020 ◽  
Vol 35 (1) ◽  
pp. 283-296
Author(s):  
Ayeshah Ahmed Alazmi
Keyword(s):  
Professional Development ◽  
School Principals ◽  
Arab Countries ◽  
School Law ◽  
School Level ◽  
Legal Rights ◽  
Development Programs ◽  
Content Type ◽  
Significant Difference ◽  
Professional Development Programs

PurposeThe purpose of this study is to examine a principal's knowledge of school law in Kuwait. It further aims to examine the relationship between a principal's knowledge of school law and other variables.Design/methodology/approachThe study employed a quantitative research paradigm. Data for this study, collected via survey, were collected from a sample of 369 public school principals.FindingsUsing descriptive and inferential statistical methods, the findings indicated that school principals have only limited knowledge about the legal rights of teachers and students. Furthermore, the results revealed a significant difference in knowledge of school law relative to a principal's gender, school level, years of experience, knowledge source and the number of completed school law training courses.Practical implicationsThe implications for professional development programs which prepare all school leaders to serve the needs of students’ and teachers’ rights are included.Originality/valueStudies showed that there is a lack of research regarding a principal's legal knowledge in the Arab countries. As such, this study examined a school principal's knowledge of school law in Kuwait and discussed the associated implications for principal professional development programs.

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

Psychometric analysis of a Malay language version of the Principal Instructional Management Rating Scale

2020 ◽  
pp. 174114322094251
Author(s):  
Lei Mee Thien
Keyword(s):  
Instructional Leadership ◽  
Convergent Validity ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Rating Scale ◽  
Criterion Validity ◽  
Instructional Management ◽  
Language Version ◽  
First Order ◽  
Order Construct

The extent to which the Principal Instructional Management Rating Scale (PIMRS) is sensitive and appropriate to be used in different cultural contexts remains underexplored in the literature. To address this research gap, this study attempts to validate a Malay language version of PIMRS by assessing convergent, discriminant, and criterion validity from a hierarchical perspective. Data were collected from 375 primary school teachers from 30 selected schools in Penang and Kedah, Malaysia. Data were analysed using partial least squares structural equation modelling approach with SmartPLS 3.2.9 software. Findings revealed that four items had to be excluded to ensure the construct validity of the third-, second-, and first-order constructs. Convergent validity and discriminant validity were established for all the second- and first-order constructs with the statistic estimates exceeding the respective threshold. Redundancy analysis confirmed the establishment of the convergent validity of instructional leadership as a formative third-order construct. Criterion validity was established with the significant and positive effect of instructional leadership on collective teacher efficacy (CTE) ( β = 0.578, t = 14.206). Local and international educational researchers could replicate the current validation approach in future psychometric PIMRS validation studies in a different research context.

scholarly journals Post-Stroke Depression and Its Effect on Functional Outcomes during Inpatient Rehabilitation

2021 ◽  
Author(s):  
Gurumayum Sonachand Sharma ◽  
Anupam Gupta ◽  
Meeka Khanna ◽  
Naveen Bangarpet Prakash
Keyword(s):  
Outcome Measures ◽  
Functional Outcomes ◽  
Rating Scale ◽  
Tertiary Care ◽  
Depression Scale ◽  
Inpatient Rehabilitation ◽  
University Hospital ◽  
Post Stroke ◽  
Significant Difference ◽  
Post Stroke Depression

Abstract Objective The aim of the study is to observe the effect of post-stroke depression on functional outcomes during inpatient rehabilitation. Patients and Methods The design involved is prospective observational study. The location involved is Neurological Rehabilitation unit in a tertiary care university hospital. The study period ranges from October 2019 to April 2020. The participants involved are the patients with first ever stroke, male and female with age ≥18 years and duration less than 1 year. All participants were assessed at admission and after 14 sessions of inpatient rehabilitation by depression subscale of Hospital Anxiety and Depression Scale (HADS-D) and Hamilton Depression Rating Scale (HDRS). The stroke outcomes measures used were: Barthel Index (BI), Scandinavian Stroke Scale (SSS), and Modified Rankin Scale (MRS). Results There are a total of 30 participants (18 males) with median stroke duration of 90 days. The median age of the patients was 58 years. Sixteen patients had ischemic and 14 had hemorrhagic stroke. Out of these, 57% (n = 17) had symptoms of depression (HADS-D >7). Participants in both groups (with and without depression) showed improvement in all the functional outcome measures (BI, SSS, MRS) at the time of discharge as compared with admission scores. The changes in the outcome measures were statistically significant within groups (p < 0.05) but not significant between the groups (p > 0.05). Conclusion The post-stroke depression is common among stroke survivors of less than 1 year duration. There was no significant difference in the functional outcomes between stroke patients with depression and those without depression with inpatient rehabilitation program.

scholarly journals Donepezil for mild cognitive impairment in Parkinson’s disease

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kyoungwon Baik ◽  
Seon Myeong Kim ◽  
Jin Ho Jung ◽  
Yang Hyun Lee ◽  
Seok Jong Chung ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Treatment Group ◽  
Outcome Measures ◽  
Rating Scale ◽  
Secondary Outcome ◽  
Control Group ◽  
Significant Difference

AbstractWe investigated the efficacy of donepezil for mild cognitive impairment in Parkinson’s disease (PD-MCI). This was a prospective, non-randomized, open-label, two-arm study. Eighty PD-MCI patients were assigned to either a treatment or control group. The treatment group received donepezil for 48 weeks. The primary outcome measures were the Korean version of Mini-Mental State Exam and Montreal Cognitive Assessment scores. Secondary outcome measures were the Clinical Dementia Rating, Unified Parkinson’s Disease Rating Scale part III, Clinical Global Impression scores. Progression of dementia was assessed at 48-week. Comprehensive neuropsychological tests and electroencephalography (EEG) were performed at baseline and after 48 weeks. The spectral power ratio of the theta to beta2 band (TB2R) in the electroencephalogram was analyzed. There was no significant difference in the primary and secondary outcome measures between the two groups. However, the treatment group showed a significant decrease in TB2R at bilateral frontotemporoparietal channels compared to the control group. Although we could not demonstrate improvements in the cognitive functions, donepezil treatment had a modulatory effect on the EEG in PD-MCI patients. EEG might be a sensitive biomarker for detecting changes in PD-MCI after donepezil treatment.

scholarly journals Otoskills training during covid-19 pandemic: a before-after study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maxime Fieux ◽  
Antoine Gavoille ◽  
Fabien Subtil ◽  
Sophie Bartier ◽  
Stéphane Tringali
Keyword(s):  
Surgical Training ◽  
Rating Scale ◽  
Surgical Simulation ◽  
Global Rating Scale ◽  
Middle Ear Surgery ◽  
Global Rating ◽  
Training Requirements ◽  
Significant Difference ◽  
Before And After ◽  
Total Performance

Abstract Background The ongoing COVID-19 pandemic has disrupted the surgical training of residents. There is a real concern that trainees will not be able to meet their training requirements. Low-fidelity surgical simulation appears to be an alternative for surgical training. The educational benefits of repeating ossiculoplasty simulations under a microscope have never been evaluated. With this study we aimed to evaluate the differences in performance scores and on a global rating scale before and after training on an ossiculoplasty simulator. Methods In this quasi-experimental, prospective, single-centre, before-after study with blinded rater evaluation, residents performed five microscopic ossiculoplasty tasks with a difficulty gradient (sliding beads onto rods, the insertion of a partial prosthesis, the insertion of a total prosthesis, and the insertion of a stapedotomy piston under microscopic or endoscopic surgery) before and after training on the same simulator. Performance scores were defined for each task, and total performance scores (score/min) were calculated. All data were collected prospectively. Results Six out of seven intermediate residents and 8/9 novices strongly agreed that the simulator was an effective training device and should be included in the ENT residency program. The mean effect of training was a significant increase in the total performance score (+ 0.52 points/min, [95 % CI, 0.40–0.64], p < 0.001), without a significant difference between novice and intermediate residents. Conclusions This preliminary study shows that techniques for middle-ear surgery can be acquired using a simulator, avoiding any risk for patients, even under lockdown measures.

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