FACTORS AFFECTING INSTRUCTIONAL LEADERSHIP PRACTICES OF SCHOOL PRINCIPALS: A CASE STUDY IN WANGDUEPHODRANG DISTRICT, BHUTAN

Abstract

Principal Leadership is a globally discussed concept in the education sector and by the governments. Apparently, instructional leadership has gained popularity worldwide among many other leadership styles. It plays an important role in quality education and school effectiveness. Hence, the study has been undertaken to understand the prevailing leadership practices, and determine common instructional leadership practices with an additional focus on the factors or challenges of instructional leadership practices of the principals. The study has been carried out in Wangduephodrang District with a total respondents principals and teachers of 76. The data was collected through a mixed method, using the purposive sampling method. Semi-structured questionnaires and one to one interviews were used in the study. The data was analysed using Statistical Package for Social Sciences (SPSS) version 22 and used to draw descriptive statistics and inferential reports. Further the data were also analysed using the Pearson correlation test. The quantitative data were interpreted through narration to support the quantitative results. Some of the key findings were, instructional leadership practices of the principals were found to be inadequate, principals concentrating on managerial roles and delegating supervisory responsibilities to staff. Some major issues faced were numerous roles and responsibilities given to principals, shortage of teachers, inadequate instructional responsibilities, and lack of time and leadership training. Accordingly, the authors share a few recommendations to the relevant stakeholders and agencies for learning and development purposes.