Effects Of Instructional Leadership Research Articles

The Effects of Instructional Leadership on Literacy Teaching in the Foundation Phase in Limpopo, South Africa

The Effects of Instructional Leadership on Literacy Teaching in the Foundation Phase in Limpopo, South Africa

Effects of Instructional Leadership on Teachers’ Motivation

Instructional leadership plays a crucial role in the teachers’ motivation level. The current study aims to investigate the impact of instructional leadership on the motivational level of school teachers.The study makes it easier for teachers to see how important it is for them to contribute to creating a welcoming learning setting.The study aims to evaluate the effectiveness of instructional leaders and raise their awareness of the importance of their job in enhancing the effectiveness and climate of the school. Thirteen hundred private sector teachers made up the study's sample size. An information-gathering questionnaire was included. The study employs a quantitative methodology. In order to look into and evaluate how instructional leadership influences teachers' motivation levels and subsequent performance, it also contains a survey approach. The study's findings showed that every private school teacher in the tehsil Mandan of the Buner district was aware of the importance of instructional leaders. It gave an example of how instructional leadership influenced the school environment and promoted positive working relationships between educators and school heads.

The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy

ABSTRACT This study was prompted by the scarcity of empirical investigation regarding the relationship between instructional leadership and teacher well-being through the mediating roles of professional learning communities and teacher self-efficacy in Chinese school settings. Data from 1158 primary and secondary school teachers in South China were collected for analysis. Partial least squares structural equation modelling was employed for data analysis. The results indicated a positive relationship between principal instructional leadership and teacher well-being after controlling for teacher demographic factors. Instructional leadership has a substantial impact on the professional learning community. Both professional learning communities and teacher self-efficacy emerged as significant serial mediators in the structural model. Principal instructional leadership, professional learning communities, and teacher self-efficacy collectively explained approximately 43% of the variance in teacher well-being. These findings inform practical and theoretical implications, suggesting avenues for enhancing principal instructional leadership and, consequently, fostering teacher well-being in the hierarchical Chinese education setting.

The Influence Of Principal's Instructional Leadership On Teacher Commitment

The study aims to examine the effect of instructional leadership on organizational commitment. This research uses a quantitative approach. The population in this study were all public elementary school teachers in Pringsewu Regency with a total of 2,736 teachers. Sampling using cluster random sampling technique and obtained 350 samples. The data analysis technique in this study used simple regression. The research findings show that there is a positive influence of head instructional leadership on organizational commitment.

Influence of instructional leadership and organizational commitment to elementary schools teacher performance in Central Lombok

The research objective was to determine the effect of instructional leadership and organizational commitment on the performance of elementary school teachers in the Central Lombok District. The research design is descriptive and quantitative with a research sample of 361 teachers based on Morgan's theory which is corrected using the Warwick and Lininger formulas. Data collection techniques using questionnaires were then analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The research results are; (1) Instructional Leadership has a direct positive and significant effect on Organizational Commitment as indicated by the results of the T-Statistic 87.320 and P-Values 0.000; (2) Instructional leadership has a direct positive and significant effect on teacher performance as indicated by the results of the T-Statistic 17.207 and P-Values 0.000; (3) Organizational Commitment has a direct positive and significant effect on teacher performance as indicated by the results of the T-Statistic 9.620 and P-Values 0.000; (4) Instructional Leadership has a positive and significant indirect effect on teacher performance through Organizational Commitment shown by the results of T-Statistics 9.429 and P-Values 0.000. The findings of this study are that Instructional Leadership has a direct effect on Organizational Commitment and Teacher Performance.

Effect of Instructional Leadership on Student Academic Achievement in Science Subjects at Secondary School Level

The purpose of this study was to measure the effect of instructional leadership on students’ academic achievement in science subjects (Physics, Chemistry, and Biology) at secondary level. Instructional leadership includes the leadership capacity of an individual such as head teacher to provide instructional resources, maximize instructional time for teachers, and maximize instruction related activities to improve student achievement. The population of the study included all science teachers and their students of grade 10 in public high schools in Baluchistan. Instructional Leadership Questionnaire (ILQ) was adopted after getting consent from the authors. Pilot-testing was conducted to ensure the reliability of the questionnaire. Later on, using the multistage sampling technique, 2797 students and 388 teachers were selected from 6 districts (Quetta, Pishin, Sibi, Lasbela, Killa Abdullah, and Chaman) of Balochistan. Instructional Leadership Questionnaire was found to be highly reliable. (α=.84). The achievement scores of the 2797 students in Physics, Chemistry, and Biology were collected from their respective schools. Moderate positive relationship of instructional leadership and students’ achievement in Physics, Chemistry, and biology were found. Multiple regression analysis showed that Instructional leadership predicted 46% of variance in Physics achievement, 38% in Chemistry, and 49 % in Biology achievement. The study recommended implementing instructional leadership practices in schools to increase students’ achievement in science subjects.

The Effect of Principal Instructional Leadership and Job Satisfaction on Organizational Citizenship Behavior (OCB) is Mediated by Teacher Work Motivation at Private Islamic Middle Schools in Banjarbaru

This study aims to determine and analyze the effect of principal instructional leadership and job satisfaction on Organizational Citizenship Behavior through teacher work motivation. This research is quantitative research with a path analysis approach. The study population was 159 teachers of Banjarbaru Islamic Private Junior High School with a research sample of 114 people. The data collection was carried out using instruments consisting of principal instructional leadership (21 items), job satisfaction (20 items), work motivation (20 items), organizational citizenship behavior (20 items) that have been tested for validity and reliability. Data analysis of this study uses path analysis (Path Analysis). The results found that there was an effect of instructional leadership on OCB (0.592), job satisfaction on OCB (0.418), work motivation on OCB (0.674), instructional leadership on work motivation (0.747), job satisfaction on work motivation (0.339), principal instructional leadership on OCB through work motivation (0.503), work culture on OCB through work motivation (0.228).

An Analysis of Instructional Leadership Studies in Türkiye: A Meta-Synthesis Study

Instructional leadership has a remarkable importance in student learning and school development in the international literature. This situation enables researchers to examine different aspects of instructional leadership. This study aims to synthesize qualitative research findings examining the instructional leadership behaviors of school principals in Türkiye. Meta-synthesis method was employed; thus, 21 studies that met the inclusion criteria were analyzed using this method. The studies constituting the study's data source were accessed by scanning the databases of ERIC, EBSCOhost, Google Scholar, YÖKTEZ (Council of Higher Education, National Thesis Center), and ULAKBİM (Turkish Academic Network and Information Center). As a result of the research, three themes were obtained: Instructional leadership behaviors, effects of instructional leadership, and factors hindering instructional leadership. Although the research results indicate positive relationships between instructional leadership and organizational effectiveness and development, the roles of school principals as instructional leaders in the Turkish education system, which has a centralized structure, are reflected in their actual daily practices to a limited extent. To this end, there is a need for more comprehensive empirical studies and evidence-based models of exactly how instructional leadership affects organizational development in the Turkish literature.

The Effect of Instructional Leadership School Principles, Teacher Innovation and Supervision in The Quality of Learning Management at Muhammadiyah Jakarta Senior High School

This study aims to determine the effect of instructional leadership, teacher innovation and supervision on the quality of learning management at SMA Muhammadiyah Jakarta. The location of the research was carried out at SMA Muhammadiyah South Jakarta. The research method used in this study was a survey method, with a population of 178 teachers with a sample of 123 teachers. The research instruments consist of learning management quality instruments, instructional leadership instruments, teacher innovation instruments and supervision instruments. The research results obtained (1) there is a positive direct effect of instructional leadership on the quality of learning management, (2) there is a positive direct effect of teacher innovation on the quality of learning management, (3) there is a positive direct effect of supervision on the quality of learning management, (4) there is a positive direct effect of instructional leadership on supervision, (5) there is a positive direct effect of teacher innovation on supervision, and (6) ) there is a positive direct effect of instructional leadership on teacher innovation. The implication of this research is that if you want to improve the quality of learning management, you must strengthen instructional leadership, teacher innovation and supervision. Suggestions that the quality of learning management is increased, all parties, namely the education office, school principals and the Muhammadiyah organization provide support for the research results that have been obtained.

The Effect of Principal Instructional Leadership, Work Climate, and Achievement Motivation on Work Productivity of Vocational School Teachers in Palangkaraya

This study aims to analyze the effect of Instructional leadership, work climate and achievement motivation on work productivity. This research utilized a quantitative approach with a path analysis model. The population of this study was 380 teachers with a sample of 196 people using proportional random sampling techniques. The researchers used a questionnaire as the instrument consisting of principal instructional leadership variable (26 items), work climate variable (25 items), achievement motivation variable (28 items) and teacher work productivity variable (21 items). The instrument was tested for validity using item analysis with product moment correlation while reliability with Cronbach alpha. The data were analyzed using path analysis. The results showed that there is a direct effect of the principal's instructional leadership on teacher work productivity, work climate on teacher work productivity and achievement motivation on teacher work productivity, principal instructional leadership on achievement motivation, work climate on achievement motivation. The indirect effect of the principal's instructional leadership on teacher work productivity through the motivation to excel, and work climate towards teacher work productivity through motivation to excel.

Effect of Instructional Leadership on School Performance

The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.

The Effect of Instructional Leadership, Organizational Innovativeness, and School Hindering on Teachers' Satisfaction at BILSEMs

The Effect of Instructional Leadership, Organizational Innovativeness, and School Hindering on Teachers' Satisfaction at BILSEMs

The Effect of Principal Instructional Leadership, Work Discipline and Work Motivation on Teacher Performance at Private Vocational Schools in Banjarbaru

This study's objective was to examine the direct and indirect effects of instructional leadership, work discipline, and work motivation on the performance of private vocational school teachers in Banjarbaru. This study employed a correlational strategy with a quantitative approach that is formalized as a path analysis model. The study population consisted of 245 teachers from nine private vocational schools in the city of Banjarbaru, and the Slovin method was used to choose 152 respondents as the research sample. There are thirty items of the principal's instructional leadership. Thirty five items on the work discipline and 36 items on work motivation. Then, the teacher performance included 52 items of the questionnaires. There were 153 items in total used for the data collection. Descriptive analysis, classical assumption test, analysis correlation, path analysis and hypothesis testing were employed for analyzing the data. Using the product moment person correlation test, the validity and reliability of this research instrument were evaluated. The path analysis was applied to research data to determine the direct and indirect effects among variables by first applying the tests for normality, homogeneity, linearity, multicollinearity, and heteroscedasticity. The results of this study indicated that the instructional leadership, work discipline, and work motivation of the principal have a direct and indirect effect on teacher performance

A Closer Look on Lecturer’s Organizational Commitment and Job Satisfaction: A Survey on Selected University

Lecturers are human resources who have the main role in higher education. However, as significant assets of higher education, lecturers often indicate a low level of job satisfaction and organizational commitment, which is caused by unprofessional and disproportionate task load division procedures and systems as well as ineffective leadership styles which then lead to the intention of lecturers leaving the organization. Therefore, this study aims to examine the effects of instructional leadership and task load on lecturers’ organizational commitment and job satisfaction. This is an experimental study which uses quantitative methods by using a structured questionnaire that is distributed to 60 lecturers who work at the Dental Faculty of IIK Bhakti Wiyata Kediri. The Partial Least Square (PLS) is used in this study as a statistical tool to test research hypotheses. The findings indicate that instructional leadership has positive effects on organizational commitment (p = 0.297) and job satisfaction (p = 0.301), while task load has negative effects on organizational commitment (p = -0.553) and job satisfaction (p = -0.364). These findings have implications for the importance of the ability of leaders in higher education to be able to manage proportional and fair workload assignments to increase lecturers’ organizational commitment to the organization. The findings also encourage the ability of leaders in higher education to be able to build closer social relationships with lecturers both psychologically and emotionally to understand their level of job satisfaction in order to achieve organizational goals effectively.

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency and classroom instruction. Data collected from 464 teachers in 65 middle schools in Oman were analysed using structural equation modelling, factor analysis and bootsrapping. The results supported a partial mediation model in which principal instructional leadership was associated with moderate direct and indirect effects through teacher agency on classroom instruction. In addition, lower power distance in principal–teacher professional relationships was associated with stronger effects of instructional leadership on teacher agency. These findings support assertions that instructional leadership is a relational process rather than a top-down bureaucratic form of leadership.

Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia

This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata (west, north, east, and south) to gain 430 participants to answer a survey that covered instructional and distributed leadership and teacher professional development. Instrument developed by Alma was used distributed leadership, Hallinger for instructional leadership and The Teaching and Learning International Survey (TALIS) developed by OCD was used for teacher professional development. Data were analyzed using Structural Equation Model (SEM) through SmartPLS statistical software. The findings of PLS-SEM revealed the direct effect of both instructional and distributed leadership on teacher professional development. The findings also reported the direct effect of instructional leadership on distributed leadership. The findings provide empirical support for implementing instructional and distributed leadership practices in Jakarta schools, as they lead to teacher professional development. It also advocates for leadership training in these practices for school principals. Keyword: school leadership, instructional leadership, distributed leadership, Jakarta, Indonesia, SmartPLS.

The Effect of Principal Instructional Leadership, Work Climate and Work Motivation on Teachers' Organizational Citizenship Behavior in MTsN throughout Hulu Sungai Selatan Regency

This study aims to determine and analyze the direct and indirect effects of instructional leadership, work climate and work motivation on commitment to organizational citizenship behavior on teachers at MTsN in Hulu Sungai Selatan Regency. This research study is correlational research with path analysis. The population of this study was 350 teachers from 12 MTsN with a sample technique of 187 people. It used a proportional random sampling. Data was collected using instruments consisting of principals' instructional leadership instrument (28 items), work climate instrument (24 items), work motivation instrument (28 items) and Organizational Citizenship Behavior instrument (18 items). The instruments were tested for validity and reliability and analyzed using path analysis. The results showed that there were direct and indirect effects of instructional leadership, work climate and work motivation on teacher organizational citizenship behavior.

Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model

ABSTRACT This study tested a moderated mediation model of instructional leadership’s effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed.

The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination

Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and ‘paths’ through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, ‘teacher responsibility’ was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher.

The Influence of Instructional Leadership of School Principles and The Development of Learning Media Through Teacher Performance With Student's Learning Achievement In Junior High School, Alalak District, Barito Kuala Regency

This study aims to analyze the direct and indirect influence of the principal 's instructional leadership, the development of learning media and teacher performance on student achievement in SMPthe State of Alalak Barito Kuala District. This research is quantitative by using inferential research method. The research population was 119 teachers from 5 schools and 92 respondents were taken as research samples with Proportional Random Sampling. Collecting data using a questionnaire instrument and data analysis using descriptive analysis, classical assumption test, multiple linear regression analysis and path analysis. The conclusion of this study is that there is a significant direct effect of instructional leadership, development of learning media and teacher performance on teacher discipline. There is an indirect influence on instructional leadership and the development of learning media through teacher performance on student achievement at SMPN Alalak District. Suggestions for future researchers can analyze research on student achievement in more depth by using more variables.