Effects Of Instructional Leadership Research Articles

The Effect of Instructional Leadership and Creative Teaching on Student Actualization: Student Satisfaction as a Mediator Variable

The Effect of Instructional Leadership and Creative Teaching on Student Actualization: Student Satisfaction as a Mediator Variable

The effect of instructional leadership on student’s active and learning outcomes

Instructional leadership is strategically used to improve the quality of learning. This leadership style is leadership oriented to improve the quality of learning, instructional leadership policy becomes the parameters of the school in improving the quality of learners' learning outcomes. The purpose of the study was: knowing and analyzing the influence of instructional leadership models, improving learning activity on student learning outcomes. This research uses the quantitative research method. Data collection using research instruments by disseminating questionnaires using google form. The results of this study are: 1.) There is an influence of the instructional leadership model on improving the activeness of learners' learning; 2.) There is an influence of the instructional leadership model on learners' learning outcomes; and 3.) There is an influence of instructional leadership on improving the activeness of learning and learning outcomes of learners. It can be concluded that instructional leadership is effective in improving the quality of learning.

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

THE EFFECT OF INSTRUCTIONAL, TRANSFORMATIONAL AND SPIRITUAL LEADERSHIP ON ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE AND STUDENTS’ ACHIEVEMENTS

Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness

This paper examines the effects of instructional leadership on the change in teachers’ classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The results provided evidence consistent with the previous research from western English-speaking societies, suggesting an indirect relationship between leadership and teachers’ instructional practices with the full mediation roles of shared practices among teachers and their sense of agency in learning effectiveness. This work concludes that teacher learning and collaborative practices among teachers, influenced by principals’ instructional practices, can facilitate a significant change in several diverse components of classroom instruction, such as the quality of grouping, questions, homework, instructional strategies and differentiated practices.

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

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.

Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements

This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.

The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration

Research evidence regarding the relative effects of instructional leadership and distributed leadership on teacher job satisfaction and self-efficacy is limited; it is even less evidential when the indirect effects of mediation variables between school leadership and teacher outcomes, including supportive school culture and teacher collaboration, are added to the total effects. In this study, the six aforementioned variables are added to one model focusing on both the direct effects instructional and distributed leadership have on teacher job satisfaction and self-efficacy, and the indirect effects through the mediation variables of supportive school culture and teacher collaboration. Using the 2013 Teaching and Learning International Survey data, this research applied a rigorous structural equation model (SEM)with the design-based approach using the balanced repeated replication (BRR) weights. The results suggest that distributed leadership and instructional leadership are both positively and directly associated with teacher job satisfaction and teacher self-efficacy, respectively. Meanwhile, distributed leadership is positively and indirectly associated with both teacher job satisfaction and self-efficacy, while instructional leadership is indirectly associated with teacher job satisfaction through the mediation effects of supportive school culture and teacher collaboration.

INSTRUCTIONAL LEADERSHIP: THE EFFECT OF TEACHING SELF-EFFICACY

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..

The Effect of Instructional Leadership and Naturalistic Intelligence on Students Citizenship Behavior toward Environment Mediated by Environmental Morale/Ethic

The Effect of Instructional Leadership and Naturalistic Intelligence on Students Citizenship Behavior toward Environment Mediated by Environmental Morale/Ethic

Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes

Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an “either/or” orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design: A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant’s demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants’ personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings: With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications: The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed.

The Effect of Instructional Leadership on Teachers’ Efficacy and Performance at Federal Government Educational Institutions

The Effect of Instructional Leadership on Teachers’ Efficacy and Performance at Federal Government Educational Institutions

Characterizing Instructional Leader Interactions in a Social Learning Management System using Social Network Analysis

Online learning environments are designed with specific users and respective roles in mind. However, for social systems that thrive on the interaction between and among users, important features are developed based on relationships that evolve over time. Typical learning management systems are designed with the teacher and the student as primary users of the system. my.eskwelais a social learning management system that has been designed for use in public schools in the Philippines with the inclusion of an additional user, the school administrator. Although administrators influence on student learning through mediated effects of instructional leadership, pieces of literature are few that provide evidence of their presence in the learning environment, specifically in the implementation of sLMS. By applying Social Network Analysis in the interaction logs from a sLMS that includes instructional leaders in its implementation, this paper aims to answer the question: Can instructional leadership be manifested in social system interactions? Using measures of centrality in social network analysis, results show that administrators play a key role in the network as main drivers of the network information flow. The results affirm the explicit presence of instructional leadership in the implementation of my.eskwela. In addition, sLMS should provide a means for administrator to monitor activities in enforcing mediated learning to students. Contribution of this study is on the the method to verify the instructional leadership of administrators in its inclusion in the implementation of sLMS.

Pengaruh Kepemimpinan Instruksional dan Keadilan Prosedural Terhadap Citizenship Behavior (CB)

This study aims to determine the effect of instructional leadership and procedural justice on citizenship behavior. The study was conducted at Lebak vocational high school by using a survey method with path analysis applied in testing hypothesis and 118 samples selected by simple random sampling. The finding of the research are. (1) Instructional leadership has a direct positive effect on procedural justice. (2) Procedural justice has a direct positive effect on citizenship behavior. (3) Instructional leadership has a direct positive effect on citizenship behavior, (4) Instructional leadership has a indirect effect on citizenship behavior through procedural justice. Based on the findings in this study, it could be concluded that the influence of the instructional leadership and procedural justice are the important factors to influence teacher citizenship behavior.

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

The Effects of Instructional Leadership of Principals in Special Schools on Teaching Professionalism of Special Education Teachers Mediated by School Climates and Teachers' Efficacy

The Effects of Instructional Leadership of Principals in Special Schools on Teaching Professionalism of Special Education Teachers Mediated by School Climates and Teachers' Efficacy

Effects of Instructional Leadership, Distributed Leadership, School Climate on Teacher Professional Community

Effects of Instructional Leadership, Distributed Leadership, School Climate on Teacher Professional Community

Factors Related to Instructional Leadership Perception and Effect of Instructional Leadership on Organizational Variables: A Meta-Analysis

In this meta-analysis, effects of teacher characteristics on instructional leadership perceptions and some organizational variables is tested. Findings of the total of 67 independent studies are gathered in the metaanalysis which represents a population of 36,756. According to the findings of this meta-analysis performed by using random effects model; while task type, school level and type have effect on instructional leadership perception, gender and branch of the teachers have no effect. Besides, it is discovered in this meta-analysis that instructional leadership has medium-level effect on some organizational variables. According to the analysis results, the most reliable scale for measuring instructional leadership is found to be ‘Instructional Leadership Behaviors of School Administrators’ scale developed by ?i?man.

KONTRIBUSI KEPEMIMPINAN PEMBELAJARAN, MOTIVASI KERJA, DAN SARANA PRASARANA TERHADAP KEDISIPLINAN GURU DAN DAMPAKNYA TERHADAP KINERJA GURU SD DI KECAMATAN LAWEYAN SURAKARTA

The objectives of the research are to know and analyze the effect of instructional leadership, motivation, and school facilities on teachers’ discipline and their following effects on teachers’ performance both directly and indirectly of Elementary School Teachers of Laweyan Sub District of Surakarta. The type of the research is a survay research with correlational design. The population of the research were Elementary School teachers of Laweyan Sub District of Surakarta consist of 384 teachers. The sample of the research were 192 teachers selected using proportional random sampling. The data collection method was done using questionnaire. The technique of data analysis was done using path analysis of two paths. Based on the analysis, the research concludes that: 1) instructional leadership, motivation, and school’s facilities dicipline have a significant contribution on teachers’ performance indirectly through teachers’ dicipline both simultaneously and partially. It is indicated by the F statistic and t statistic results yielded; 2) instructional leadership, motivation, and school’s facilities have a significant contribution on teachers’ dicipline both simultaneously and partially. It is indicated by the F statistic and t statistic results yielded; and 3) teachers’ dicipline has significant contribution on teachers’ performance of elementary school teachers at Laweyan Sub District of Surakarta. It is demonstrated with the correlation coefficient yielded of 0.802 that significant at 0.000 .

Examining the Effects of Instructional Leadership on School Academic Press and Student Achievement

The purpose of the current study was (1) to determine if three observed variables (teacher academic press, parent academic press, and student academic press) would come together to create the latent construct school academic press and (2) to examine the utility of this construct along with instructional leadership and two control variables (elementary school level and socioeconomic status) in predicting academic achievement. A confirmatory factor analysis and a simultaneous structural equation based on a multiple indicator–multiple cause model were developed and tested that explained the relationships among these variables in 49 schools in one large urban district. Participants included 1,292 teachers who responded to an instructional leadership and academic press survey, as well as 980 parents and 4,782 students who responded to surveys of academic press. As predicted, instructional leadership, school academic press, and the control variables explained approximately 84% of the variance in student achievement, with school academic press making the largest contribution.