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>

scholarly journals PROBLEMATIKA KURIKULUM 2013 PENDIDIKAN AGAMA ISLAM DAN KEPEMIMPINAN INSTRUKSIONAL KEPALA MADRASAH IDTIBA’IYAH KOTA PASURUAN

2019 ◽  
Vol 3 (2) ◽  
pp. 234
Author(s):  
Wachyudi Achmad
Keyword(s):  
High School ◽  
Instructional Leadership ◽  
High School Principals ◽  
Teaching And Learning ◽  
Curriculum Implementation ◽  
School Principals ◽  
Technology Curriculum ◽  
Educational Activities ◽  
Unit Level ◽  
Education Process

The curriculum has an important role in the education process. And itshould play a role and be anticipatory and adaptive to changes andadvances in science and technology. Curriculum and learning are twoimportant aspects of educational activities. Both discuss what and howeducation should be carried out and blend with local wisdom. Therefore,along with changes and developments in the curriculum from time to timean educator must be able to understand and implement it well. In order tobe in accordance with what is expected, there needs to be a discussion ofcurriculum development from Kurikum 1994, Competency BasedCurriculum (KBK) 2004, Education Unit Level Curriculum (KTSP), andCurriculum 2013 until now. This paper tries to provide one solution to theproblems of the 2013 curriculum implementation. Instructional leadershipof the Pasuruan City Islamic Senior High School principals is recommendedto be one solution to the effectiveness of the 2013 curriculumimplementation. Instructional Leadership is the leadership of the madrasahead who prioritizes teaching and learning in leadership. The head of themadrasa in favor of academics, instructional leadership is believed to beable to solve the problems of the implementation of the 2013 curriculum.Prioritizing the involvement of the headmaster in orientation and trainingfor 2013 curriculum implementation is recommended.

scholarly journals Towards a leadership programme for primary school principals as instructional leaders

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Parvathy Naidoo ◽  
Nadine Petersen
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Instructional Leaders ◽  
Learner Outcomes ◽  
Primary School Principals ◽  
Poor Learner

This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

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 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.

Perspectives on principal instructional leadership in Vietnam: a preliminary model

2017 ◽  
Vol 55 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Philip Hallinger ◽  
Allan Walker ◽  
Dao Thi Hong Nguyen ◽  
Thang Truong ◽  
Thi Thinh Nguyen
Keyword(s):  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Qualitative Inquiry ◽  
Instructional Leaders ◽  
Content Type ◽  
Primary School Principals ◽  
Preliminary Model ◽  
Principal Instructional Leadership

Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

Holistic School Leadership

2016 ◽  
Vol 100 (4) ◽  
pp. 177-202 ◽  
Author(s):  
Haim Shaked ◽  
Chen Schechter
Keyword(s):  
Instructional Leadership ◽  
Professional Learning Communities ◽  
School Leadership ◽  
High School Principals ◽  
Systems Thinking ◽  
Professional Learning ◽  
School Principals ◽  
School Curriculum ◽  
Data Systems ◽  
Principals Perceptions

As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.

scholarly journals INSTRUCTIONAL LEADERSHIP: THE EFFECT OF TEACHING SELF-EFFICACY

2019 ◽  
Vol 3 (1) ◽  
pp. 35-43
Author(s):  
Muflih Ma’mun ◽  
Asep Suryana
Keyword(s):  
Instructional Leadership ◽  
Self Efficacy ◽  
School Principals ◽  
Teaching Efficacy ◽  
School Management ◽  
Pedagogical Knowledge ◽  
Instructional Leaders ◽  
Principal's Role ◽  
Analysis Techniques ◽  
Management Capabilities

The principal as leader who has the role to support and facilitate the needs of teachers in teaching activities. When the principal's role can be carried out properly, it will have an impact on the teaching efficacy of teachers. This study examines the effect of instructional leadership on the teaching self-efficacy of teachers by taking a sample of 147 teachers. Data analysis techniques using regression analysis. The results showed that instructional leadership had a significant effect on the teaching self-efficacy despite its low effect. As a recommendation, school principals as instructional leaders in improving teaching efficacy should not only be equipped with pedagogical knowledge, but must also be strengthened by knowledge school management capabilities..

scholarly journals Teacher Leaders’ Perceptions of Charter School Principals’ Instructional Leadership Practices

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Frednardo Davis ◽  
Mary K Boudreaux
Keyword(s):  
Instructional Leadership ◽  
Instructional Practices ◽  
Charter School ◽  
Leadership Practices ◽  
Teacher Leaders ◽  
School Principals ◽  
Leadership Behaviors ◽  
School Principal ◽  
Communication Styles ◽  
Instructional Leaders

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. While teacher leaders may formally or informally fulfill different roles in the school, depending on the school’s needs and the principal’s vision. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals’ practices regarding instructional leadership. One overlooked presence in the research on instructional leadership practices is the charter school principal. To address this issue, our goal is to examine the instructional practices of the charter school principal from the lens of Mendel’s five effective leadership practices for instructional leaders as perceived by the teacher leader. Several concepts emerged from this phenomenological study indicating that teacher leaders perceive that effective charter school instructional leaders (a) use diverse communication styles with all stakeholders, (b) promote professional capacity, (c) employ varied data to inform instructional practices and decisions, (d) have a visual and resounding vision statement, and (e) maximize and preserve instructional time for teachers with few daily interruptions.

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