The Role of Instructional Leadership in Enhancing Teacher Performance in Primary Schools

Purpose: This study investigated the influence of headteacher leadership styles on teacher performance in primary schools in Kaabong District. Specifically, the study was to establish whether headteacher transformational leadership style had a significant influence on teacher performance; whether headteacher instructional leadership style had a significant influence on teacher performance; and whether headteacher transactional leadership style had a significant influence on teacher performance in primary schools in Kaabong District.
 Methodology: The study adopted a cross-sectional descriptive survey research design in which structured questionnaires and face-to-face interviews were used to collect data from 308 respondents that included headteachers, directors of studies, teachers, pupil leaders and members of school management committees. The sampling of respondents was done mainly using simple random and census.
 Findings: The study found out that most headteachers in primary schools in Kaabong used the three leadership styles in their management. However, the study found out that most of the respondents disagreed that teacher performance in the primary schools was good. The results of the linear regression showed that use of transformational leadership style had an insignificant influence on teacher performance; use of instructional leadership style had a moderate significant influence on teacher performance; and use of transactional leadership style had an insignificant influence on the teacher performance in the primary schools.
 Unique Contribution to Theory, Policy and Practice: The findings of the study will provide a basis for policy makers to consider which leadership styles to emphasize in a bid to improve on teacher performance in schools. The findings from this study will provide an insight among head teachers on the importance of adopting appropriate leadership styles that can ensure good teacher performance in the primary schools. The findings will provide a basis for identifying the relationship between head teachers and teachers in forging best practices for improved teacher performance in schools.

This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.

Leadership in managing responsibility has a significant effect on achieving success and is a determining factor in improving or decreasing the quality of performance led. An ideal leader is able to have a positive impact on performance. Teachers, as part of the educational staff, play a very important role in the formation of human resources in the world of education. The quality of school education is greatly influenced by the competence of teachers in carrying out their duties. Improving the quality of teachers is very important because of the weaknesses in the teacher's soul itself. Teacher performance is the result of implementing a plan that has been prepared based on the teacher's skills, experience, sincerity, competence, motivation, and responsibility in achieving goals. This includes the tasks of educating, teaching, guiding, directing, training, and evaluating students to achieve the quality and quality of learning. The focus of this literature review is on the role of principal leadership in improving teacher performance in schools, based on published articles. This study uses a literature review methodology as part of its research investigation. The analysis method collects information about decision making and the role of leaders from books and journals to conduct a literature study. There are various resources available for literature studies, such as books, journals, notes, the internet, and libraries. This study discusses the role of principal leadership on teacher performance in public schools. The research data was taken from various sources, including books, journals, and previous research. This study uses qualitative methods.

<p class="apa">This research aims to 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance with work of the teachers in primary schools by using research and development process. The research was consisted of three phases: Phase 1 the study of current conditions and desirable conditions of motivation system and methods for motivating the performance of teachers in the schools under the Office of Basic Education. Questionnaires were used to collect data from the sample which was consisted of 1,016 school administrators and teachers. Phase 2 development of motivation system for the performance of teachers in primary schools. The system was later validated by nine experts. Phase 3 results of the study on motivation system after implementation in a primary school. Data was collected from eight school administrators and teachers. Instruments in collecting data were: 1) questionnaire, 2) semi-structured interviews,3) evaluate form of operational level, 4) evaluation form of satisfaction. Statistical used in data analysis were percentage and standard deviation.</p><p class="apa">The results showed that: 1) the current conditions of the motivation system for the performance of teachers by the input factor was at a moderate level, by the process factor was at a high level, and by the output factor was at a moderate level. As the desirable conditions, all three factors were at the highest level. 2) The motivation system for the performance of teachers in primary schools that the researchers have developed consists of six sub-systems, including: work-based motivation, award-based motivation, good communication, creating organizational relationship, environment in the workplace, workplace fairness. The input factors included: administrators, teachers, materials, and technology. Output included work performance standard and personal performance standard. 3) Results after the implementation of the system revealed that the teachers were motivated to perform at a high level and their preference for a motivation system was also at a high level.</p>

This research explores the role of instructional leadership in improving the performance of elementary school teachers who teach outside their educational background. A case study was conducted at SD ABC Bandar Lampung with subjects including the principal and three teachers who teach outside their field of expertise. The research used qualitative methods with an exploratory case study approach. Data was collected through in-depth interviews and classroom observations, then analyzed descriptively with source triangulation. The results showed that factors affecting teacher performance include intrinsic motivation, limited professional skills, administrative burden, and lack of curriculum flexibility. Effective instructional leadership strategies include providing scripted lesson plans, micro-teaching training, and clear vision-mission communication. However, the main challenges faced by principals are time constraints, lack of personal support, and poor communication with teachers. Although teachers demonstrate adequate performance, more proactive mentoring and continuous development programs are needed to improve teaching effectiveness

Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing st10.47772/IJRISS.2025.903SEDU0012udent outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to improved teacher performance, which directly impacts student learning and achievement (Namudhiba & Ssendagi, 2024). Despite its importance, the implementation of instructional supervision in Ghana faces significant systemic challenges. Resource constraints, such as insufficient instructional materials and overcrowded classrooms, hinder head-teachers’ ability to conduct meaningful supervision. Additionally, limited professional development opportunities for head-teachers undermine their capacity to adopt modern supervisory practices that could elevate teaching quality (Kusi et al., 2019; Mensah et al., 2020). The lack of consistent policy frameworks further exacerbates these issues, leaving head-teachers without the necessary guidance and support to execute their roles effectively (Msuya & Mwila, 2023). Research underscores the need for a more structured approach to instructional supervision, particularly in resource-constrained contexts. Studies in Ghana have revealed that head-teachers often prioritize administrative tasks over instructional leadership due to their overwhelming workloads (Dewodo et al., 2020). Furthermore, some head-teachers struggle with building trust among teachers, as supervision is sometimes perceived as a fault-finding mission rather than a collaborative effort to improve teaching practices (Mensah et al., 2020). This perception creates a disconnect between supervisors and teachers, limiting the effectiveness of supervision in enhancing teacher performance. Globally, effective instructional supervision has been shown to foster a culture of continuous improvement in schools. In contexts similar to Ghana, head-teachers who employ participatory and supportive supervisory practices have seen significant improvements in teaching quality and student outcomes (Baafi, 2020). These practices include frequent classroom observations, constructive feedback, and the facilitation of professional learning communities. Adopting such practices in Ghanaian primary schools could address existing challenges and bridge the gap between current supervision practices and desired educational outcomes. This study situates these challenges within the broader educational landscape of Ghana, aiming to explore how head-teachers’ instructional supervision practices influence teacher performance. By examining the interplay of systemic, motivational, and leadership factors, this research seeks to propose actionable strategies that align with both local educational priorities and global standards, particularly Sustainable Development Goal 4, which advocates for inclusive and equitable quality education (Dewodo et al., 2020; Ampofo et al., 2019). Teacher performance in Ghanaian primary schools is hindered by challenges such as limited feedback mechanisms, inadequate professional development opportunities, and a lack of instructional resources. Studies highlight the need for head-teachers to adopt targeted supervisory practices that address these issues and align with both local and global educational priorities (Ghanney & Nuobalee, 2021; Namudhiba & Ssendagi, 2024). Additionally, the absence of a cohesive theoretical framework that integrates supervisory practices with motivational and systemic factors has left a gap in understanding how to optimize teacher performance effectively (Kusi et al., 2019). This study aims to explore the influence of head-teachers’ instructional supervision practices on teacher performance in Ghanaian primary schools. By incorporating Systems Theory, Transformational Leadership Theory, and Herzberg’s Two-Factor Theory, it seeks to develop an integrated model that addresses the systemic, motivational, and leadership dimensions of instructional supervision. The study will analyze key supervisory practices, such as lesson observations and teacher mentoring, to propose actionable strategies for enhancing teaching effectiveness and student outcomes. The findings of this study are expected to contribute significantly to the field of educational leadership by providing a multi-theoretical perspective on instructional supervision. The study will offer practical recommendations for policymakers and educators to strengthen supervisory practices, thereby improving teaching quality and student achievement. Furthermore, the research aligns with Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education, and supports Ghana’s educational reforms to enhance teacher performance (Dewodo et al., 2020; Ampofo et al., 2019). This study employs a theoretical and conceptual approach based on a systematic review of peer-reviewed journals, case studies, and policy documents. The research integrates Systems Theory to analyze systemic interdependencies, Transformational Leadership Theory to examine leadership behaviors, and Herzberg’s Two-Factor Theory to explore teacher motivation. These frameworks will provide a comprehensive understanding of the relationship between instructional supervision and teacher performance in Ghanaian primary schools.

This study investigated the influence of managerial competencies and performance of teachers in upper primary in selected public schools in Mayuge District. The study used a descriptive cross-sectional survey design to examine the relationship between managerial competences and teacher performance. A sample of 92 respondents was categorized as school managers, head teachers, teachers, and management committee members. The study used simple random techniques and purposive sampling techniques. The study analyzed quantitative data collected using structured, closed-ended items in questionnaires and coded using a five-point Linkert response scale. Raw data was analyzed using descriptive statistics and Pearson product moment correlation to determine the influence of managerial competences on the performance of teachers. The study found out that managers' managerial competencies play a role in influencing the performance of teachers in public primary schools. Level of education, professional qualification of head teachers, and managerial human relations competencies all influence performance. The study concluded that poor managerial technical competences affect the performance of teachers in a negatively in form of less preparation of schemes of work and lesson planning, not following the timetable, and many others. The study recommended that there is need to encourage professional growth and training in both managerial technical competences and human relations competences in order to improve the performance of teachers in the schools. The study further recommended that for Managerial competences and performance of teachers to be effective in upper primary schools, head teachers should continue to motivate their teachers to improve on their performance, the school should hire external expertise that can facilitate professional development experiences and external expertise.

The importance of transformational and instructional leadership styles of principals is interesting to study. There are several articles on Transformational and Instructional leadership style reviews found. This literature review aims to determine the transformational and instructional leadership styles of school principals to improve teacher performance. Based on the results of the literature review, it was found that there was a significant relationship between the transformational leadership style and the principal’s instructional style to improve teacher performance, which was seen from the increase in teacher performance and teacher job satisfaction in schools. The results of the review article show a significant relationship between transformational and instructional leadership styles in improving teacher performance in schools. There is a positive relationship between transformational and instructional leadership styles and can have a positive and significant influence on teacher behavior and teacher job satisfaction. Principal’s Transformational and Instructional Leadership is one of the factors that encourage schools to achieve goals actively and efficiently.

This research is motivated by the author's observations and is equipped with information from teachers about teacher performance in schools. Many factors affect teacher performance, one of which is work motivation. The purpose of this study is to obtain data and information about 1) teacher performance, 2) work motivation and 3) the influence of work motivation on teacher performance in Tourism Vocational Schools throughout Padang City. This research is a descriptive quantitative research. The population was 123 people and the sample was determined using the Krejcie & Morgan table of 97 people. The results of data analysis showed that 1) the performance of teachers in Tourism Vocational Schools in Padang City was good with a percentage of 88.61, 2) Teachers' work motivation was high in Tourism Vocational Schools in Padang City with a percentage of 88.28%, 3) There was a significant influence between work motivation on teacher performance with a correlation coefficient of 0.863 and a correlation significance test of 18.847. Based on the results of the study, it can be concluded that there is a significant influence between work motivation and teacher performance at Tourism Vocational Schools in Padang City.

This study analyzes the impact of school principal leadership, teacher training, and work motivation on teacher performance in state vocational high schools in Indragiri Hilir Regency. Using a quantitative approach and survey design, 163 teachers were selected through random sampling. Data were collected via a validated questionnaire and analyzed using multiple linear regression. The results show that all three factors—school principal leadership, teacher training, and work motivation—positively and significantly influence teacher performance, with significance values of 0.000 for each. The F value of 46.941 indicates that these variables collectively affect teacher performance. In conclusion, school principal leadership, teacher training, and work motivation are crucial in enhancing teacher performance in these schools.

This chapter identifies primary school middle leaders’ perceptions of their roles as instructional leaders, and explores the factors affecting middle leaders’ instructional leadership roles in primary schools. It examines the managerial strategies that affect middle leaders’ instructional leadership roles towards teaching and learning. The chapter describes the relationship between the instructional leadership roles of middle leaders and the following demographic variables: gender, age, race, teaching experience, and academic qualifications. Teachers can play a significant role as a middle leader in schools when they hold a position such as head of department. Anchored on Weber’s Instructional Leadership Theory, and Akram’s Factors Affecting Teachers’ Performances Theory, the conceptual framework was designed to illustrate the role of teachers as middle leaders based on a set of education-related standards. Several studies have been conducted in Malaysia regarding middle leadership in schools.

The purpose of this study is to determine: the effect of work ethic on performance; the effect of work discipline on performance, and the effect of work ethic; and work discipline on the performance of elementary school teachers. The research model used is quantitative research with statistical analysis of regression equations. The population used in this study were all teachers of Muhammadiyah elementary schools throughout Tegal City, amounting to 65 teachers. The data collection technique used in the research is the questionnaire method. The results showed that: work ethic has a significant effect on the performance of elementary school teachers; work discipline has a significant effect on teacher performance in elementary schools; work ethic and work discipline have a significant effect on the performance of elementary school teachers. An important development to see the effect of work ethic and work discipline on teacher performance in schools.

This study looks into the impact of the principal's democratic leadership style on teacher performance in junior high schools in Palopo City's Bara District. This study uses a quantitative approach with the type of research is ex-post facto. The population is all junior high school teachers in the Bara sub-district of Palopo city, totaling 134 people. Sampling was done by simple random sampling technique. The sample used was 39 teachers—data obtained through questionnaires and documentation. Furthermore, the research data were analyzed statistically using data processing, namely: Descriptive statistical analysis and inferential statistical analysis. This study found that the democratic leadership style displayed by the principal has a strong influence and significance on the performance of teachers in SMP/MTs in Bara District, Palopo City. This is because the leadership style displayed by the principal through several indicators can provide a significant enough stimulant to the teacher so that teachers' work motivation can increase adequately, which impacts the achievement of educational and learning goals in schools. This study implies the importance of the leadership style displayed by the principal in building teacher motivation and commitment in schools to generate optimal teacher performance in schools.

This article discusses the general problem of low teacher performance in many schools in Indonesia, which can be seen from the school's consistently low qualitative average scores. The main goal of this article is to evaluate potential solutions to improve teacher effectiveness. The focus centers on two important aspects: the implementation of School Based Management (SBM) and the leadership style of the school principal. Identified challenges hindering teacher performance, including poor adaptation, lack of communication skills, and lack of openness to diverse opinions, will be examined. By using a descriptive analysis method with a qualitative approach, the author provides recommendations. The results of this article involve the implementation of a comprehensive principal leadership model that integrates visionary, democratic, and instructional elements, emphasizing support, collaboration, and commitment to ongoing professional development and motivation. The proposed model is expected to significantly improve teacher performance in schools in Indonesia.

The purpose of this research is to analyze the role of effectiveness of emotional intelligence and digital literacy on creative thinking ability and its implications for teacher performance in Private Vocational High Schools in Pandeglang Regency. This type of research uses quantitative research. The research population here is the teachers of Private Vocational High Schools in Pandeglang Regency, totaling 913 people. Based on the calculation of the minimum number of samples to be taken is 248 people. This study uses structural equation modeling (SEM)-partial least square (PLS) analysis techniques. The results of the study show that emotional intelligence has no significant effect on creative thinking ability in Private Vocational High Schools in Pandeglang Regency. Emotional intelligence has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Digital literacy has a significant effect on creative thinking ability in Private Vocational High Schools in Pandeglang Regency. Digital literacy has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability is not able to significantly moderate effect of emotional intelligence on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability is able to significantly moderate effect of digital literacy on teacher performance in Private Vocational High Schools in Pandeglang Regency.