Instructional Leadership Skills Research Articles

Instructional Leadership Skills of School Heads and Its Relation to the Self-Efficacy of Elementary Teachers in Castillejos District

Instructional Leadership Skills of School Heads and Its Relation to the Self-Efficacy of Elementary Teachers in Castillejos District

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

This study aims to provide an in-depth understanding of strategies for enhancing the implementation of instructional leadership practices for collective decision-making in Public Secondary Schools in Morogoro Municipality. This study adopted the Distributed Transformational leadership theories propounded by James Spillane and Bernard Bass. The study adopted a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were employed to sample respondents in this study. The study collected data from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using an interview guide and questionnaire. The study found that instructional leadership encompasses the actions and strategies undertaken by school leaders to promote effective teaching practices, curriculum development, and student achievement. Nevertheless, the study also found that instructional leadership is a critical factor influencing teaching quality and student achievement. There is limited understanding of how these practices manifest and interact with collective decision-making structures within school settings. The hypothesis test indicated no significant relationship between instructional leadership practices and collective decision-making in public secondary schools. This study concluded that school administrators should work on improving instructional leadership practices to enhance collective decision-making. The study also resolved that instructional leadership and collective decision-making jointly create an effective collaborative school environment that focuses on improving teaching and learning outcomes for all students. Therefore, the study recommended Ministry of Education to organize capacity-building programs for HoSs focusing on instructional leadership skills and effective decision-making.

PRINCIPALS’ INSTRUCTIONAL LEADERSHIP SKILLS AND INSTITUTIONAL PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTH RIFT REGION, KENYA

The study sought to establish the relationship between the Principals’ instructional leadership skills and institutional performance in public secondary schools in the South Rift region, Kenya. The study adopted descriptive cross sectional survey research design and correlational research design. Multistage sampling was used to select 166 Principals, 166 Senior teachers and 4 County Quality Assurance and Standards Officers. Questionnaires and interview guide were used to collect data from sampled respondents. Data was collected from 163 Principals, 164 Senior Teachers and 4 CQASOs, giving the study a return rate of 98.51%. Qualitative data obtained was analyzed thematically while quantitative data was cleaned, coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between Principals’ instructional leadership skills and institutional performance. It also established that majority of Principals lacked requisite skills in monitoring and evaluation framework and practice. It therefore recommended that institutions such as Kenya Education Management Institute (KEMI) which is charged with the responsibility of capacity building education managers of learning institutions should restructure their training curriculum to ensure a more concerted effort on instructional leadership.

Effect of principal's instructional leadership practices on teachers' professional development: A cross sectional study of secondary school level from selected areas of Lahore, Punjab, Pakistan

This study investigates the intricate relationship between principal instructional leadership practices and their effects on teacher professional development, school culture, and the broader educational environment. The research was conducted in selected areas of Lahore, involving 260 participants from both private and public secondary schools. Data was collected through a Likert scale questionnaire containing 25 items measuring seven dimensions of instructional leadership and 11 items for teacher professional development. Statistical analysis, including Cronbach's Alpha, KMO and Bartlett's tests, factor analysis, Pearson correlation, and regression analysis, were employed to examine the data. The research revealed significant associations between principal instructional leadership practices and teacher professional development, highlighting the influence of instructional leadership behaviors such as providing feedback, setting clear educational objectives, and fostering collaborative learning environments. This study identified a substantial impact of principal instructional leadership on school culture and organizational environment, with instructional leadership practices positively correlating with welcoming environments and a culture of continuous improvement. The findings of this study have practical implications for educational officials and practitioners. Educational leadership development initiatives that focus on enhancing instructional leadership skills among administrators can create conditions conducive to effective teacher professional development. These initiatives should prioritize fostering cooperation, providing constructive feedback, and establishing clear instructional objectives. This research underscores the vital role of instructional leadership in shaping school culture and student outcomes. Effective educational leadership is an ongoing process that encourages trust, collaboration, and adaptability in a rapidly evolving educational landscape. While acknowledging the study's limitations, this research contributes to the ongoing dialogue on educational leadership, emphasizing its significance in promoting successful school communities.

Best Practices of Instructional Leadership among Principals of Primary and Secondary Schools in Male’, Maldives

The purpose of this study was to examine the best practices of instructional leadership among principals of primary and secondary schools in Male’, Maldives, based on teachers’ perceptions. The Principal Instructional Management Rating Scale (PIMRS), developed by Hallinger and Murphy (1985) and modified by Hallinger and Wang (2015), served as the instrument for data collection through a questionnaire. A total of 392 teachers from schools in Male’, Maldives, were surveyed and data were analyzed using SPSS 26.0. The result of the study shows that all three dimensions of instructional leadership—"defining the school mission" (mean 4.05), "managing the instructional program" (mean 3.94), and "developing a positive school learning climate" (mean 3.72)—have reached a high level in practice. The study shows that the three best practices of principals in instructional leadership are to effectively communicate the school's mission to members of the school community (dimension 'Defining the School's Mission', mean 4.12), to clarify who is responsible for coordinating the curriculum across grade levels (dimension 'Managing the Instructional Program', mean 4.29), and to encourage teachers to use class time to teach and practice new skills and concepts (dimension 'Developing a Positive School Climate', mean 4.10). It is hoped that this study will provide useful insights that will be effective in improving the instructional leadership skills of principals to improve the academic performance of students and create a world-class human capital that is comparably excellent.

Instructional Leadership Skills, Emotional Competencies, and Teachers’ Work Performance in Selected Public Junior High Schools

The study aimed to determine the instructional leadership skills, emotional competencis, and teachers’ work performance in selected public junior high schools in the City Schools Division of Biñan City for the School Year 2021-2022. The researcher utilized the descriptive correlation approach and the study sample consisted of (256) teachers. The results of the study were based on the researcher-made questionnaire. The findings indicated that the school heads’ level of instructional leadership skills was interpreted as very high with a weighted mean of 3.61 while their level of emotional competencies was considered very high with an overall weighted mean of 3.41. In terms of teachers’ work performance, 206 of the respondents received a 4.500 to 5.00 range of scores in their IPCRF and were classified as Outstanding in level of work performance with an equivalent percentage of 80.47. Then 50 of the respondents received a 3.500 to 4.499 range of scores in their IPCRF and were classified as Very Satisfactory level of work performance with an equivalent percentage of 19.53. The findings revealed that a p-value of 0.000 was lower than 0.01 level of significance; therefore, there was a significant relationship between the school head’s level of instructional leadership skills and their level of emotional competencies. The findings revealed that a p-value of 0.050 was equal to the 0.05 level of significance; therefore, there is a significant relationship between the school head’s level of instructional leadership skills and teachers’ work performance. The results revealed a negligible relationship between teachers' job performance and school leaders' emotional abilities, with a Pearson r value of 0.093 and a p-value of 0.139 which is higher than 0.05 level of significance indicating no significant correlation between the teachers’ work performance and the level of emotional competencies of school heads. An action plan was proposed to strengthen the school heads’ instructional leadership skills and emotional competencies and to build more rapport with the teachers.

School administrators’ instructional leadership skills and teachers’ performance and efficacy in senior high schools in the national capital region, Philippines

School administrators’ instructional leadership skills and teachers’ performance and efficacy in senior high schools in the national capital region, Philippines

Master Teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal

Abstract: The study aimed to determine the instructional leadership skills and competencies of Master teachers and its effect on professional growth of teachers in the Division of Rizal during the school year 2019-2020 base reference for policy enhancement. The study found out that in general, the master teachers are highly competent as regard to instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision. Also, in general, the teachers had a great extent on their professional growth in gaining new knowledge and information as regard to teaching techniques and methodologies that they could apply it in the teaching arena. There is a significant relationship between the level of instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision, and the extent of professional growth of teachers, since the computed p-value is less than 0.05 thus the null hypothesis is rejected. The findings show that the instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision are significantly correlated with the professional growth of teachers. It can be concluded that the instructional skills and competencies of master teachers are highly competent in terms of instruction, research, coaching and mentoring, and observation and supervision. Teachers have a great extent on their professional growth in accessing to and are participating in a variety of learning opportunities that addresses their needs and preferences. Further, master teacher’s instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision were significantly related to the professional growth of teachers

The Assessment Design of Leadership Instructional Competence of Principal of Vocational High School

Vocational High School (VHS) is intended to produce graduates who are ready to work in industry and the business world. This is a challenge for the headmaster of VHS in the 21st century, namely to produce graduates who are able to deal with the increasingly massive development of science and technology in the era of the industrial revolution 4.0. The instructional leadership competence of the VHS head is very important as school management to produce graduates who can be relied upon to face the industrial revolution 4.0. Thus, the Education Office in each province of Indonesia needs to select candidates for VHS heads who have instructional leadership skills so that VHS education goals can be achieved. In this regard, it is necessary to design an instructional leadership assessment to select someone who will serve as the head of VHS. The purpose of this research is to design the instructional leadership competence of the VHS Principal. The method in this research is the research and development of the Borg and Gall model which is planned for three years of research. This article is to report on the activities of the first year of research implementation. The results showed that the instructional leadership assessment of the head of VHS met the content aspect and was valid based on the assessment of competent experts in the field of education management. This article is to report on the activities of the first year of research implementation. The results showed that the instructional leadership assessment of the head of VHS met the content aspect and was valid based on the assessment of competent experts in the field of education management. This article is to report on the activities of the first year of research implementation. The results showed that the instructional leadership assessment of the head of VHS met the content aspect and was valid based on the assessment of competent experts in the field of education management. Keywords : Assessment design, Leadership, Instructional Competence, Vocational high school DOI: 10.7176/JEP/13-32-05 Publication date: November 30 th 2022

Instructional Management of School Principals in Implementing New Normal Learning Modality Related to Teachers Competence and school Achievement Goals: Locus of Quality Education amidst COVID-19

The researcher who have examined education leadership agree that effective principals are responsible for establishing a school wide vision of commitment to high standards and the success of all pupils, also the study highlighted that the school principal has the final decision to include the teachers in the decision-making considering teacher competence and the school achievement goals. The results of the study disclosed the optimal factors of instructional management of school principal in implementing new normal learning modality related to teacher’s competence and school achievement goals were considered the indicators such as: instructional leadership skills framing the school goals, supervising & evaluating instruction, coordinating the curriculum, monitoring students’ academic performance, protecting instructional time, and providing incentives for teachers and for learning, for the extent of teacher’s competence in terms of performance of teachers, instructional competence, instructional design, assessment strategy, and job commitment while for the extent of school achievement goals in terms of teacher participation standard, personnel satisfaction standards, succession planning, and new normal modalities implementation. However, this study is relative to society’s current situation because teacher competence and school achievement goals in academe more demanding and important to look forwards now a day also provides teachers and all school stakeholders’ opportunities to practice and further develop what they have learned in school. Furthermore, this study will give an idea to the higher positions to understand the situation of the determining instructional management of school principals in implementing new normal learning modality related to teachers competence and school achievement goals, considered other factors of academic involvement conveys to all school stakeholders that teacher are interested and invested in their development for school achievement goal. This will guide the school administrators in evaluating what improvement can be introduced to enhance the present managerial practices teachers’ competence. And school achievement goals amidst new normal learning modalities; provide school principals with reliable bases for improving their supervisory services especially in the prevalent change modes of the teaching-learning process and the learning environment. Also will help to implement relevant policies and sharpen the system and activity plan of the private-school will make them aware and which will encourage them to exert extra effort and devote quality time in improving self-competency to provide them with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed that would be used for any modalities amidst any pandemic.

Using multiple leadership frames to understand how two school principals are influencing teachers' practices and achievement of Hispanic English learners

PurposeThis study explored principals’ leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners.Design/methodology/approachThe research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency.FindingsThe data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture.Research limitations/implicationsAlthough the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning.Practical implicationsStrengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes.Originality/valueThis case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals.

KEPIMPINAN INSTRUKSIONAL PENTADBIR SEKOLAH DAN HUBUNGANNYA DENGAN IKLIM SEKOLAH

The leadership factor of a school is important in creating a conducive school climate to provide an effective learning environment. This study was conducted to identify the relationship between instructional leadership and school climate in Medium Performing Secondary Schools in the State of Kelantan. A total of 355 (L = 137, P = 218) respondents were involved in this study from 18 schools involved. Two (2) types of instruments were used to obtain research data, namely the Principal Instructional Management Rating Scale instrument by Hallinger and Murphy (1985) and the School-Level Environment Questionnaire (SLEQ) instrument by Johnson, Stevens, and Zvoch (2007). Both of these measuring instruments use a seven-point interval scale. The data were then analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings of the study showed that there was a very strong positive relationship, and this value was significant (r = .90, p <.01) for the relationship between the instructional leadership of school administrators with the level of school climate. The findings of this study can be used by school leaders as a guide in evaluating the aspects of leadership that they have practiced over the years to form a positive school climate that can provide an effective learning environment. In addition, the findings of this study can also be a basic reference to improve various instructional leadership skills such as sharing vision, values, duties, and responsibilities of organizations that have a very strong relationship with school climate to create a conducive and effective school climate in improving school excellence.

Comparison of Public and Private School Principals’ Instructional Leadership Skills: Mixed-Method Approach [doi: 10.14527/kuey.2014.018

The purpose of this research is to compare public and private middle school principals’ skills in instructional leadership. The study depends on the explanatory approach of mixed method research. Starting with a quantitative inquiry, it focuses on the differences between public and private school principals’ instructional leadership, drawing upon TALIS (Teaching and Learning International Survey) data conducted by OECD in 2008, which involves 187 middle school principals. The qualitative part of the study further explains findings from quantitative section drawing on the interviews of a purposefully selected total sample of 4 principals and 8 teachers from both school types. The study found contradictions between quantitative and qualitative results in terms of differences between public and private school principals’ instructional leadership behaviors. Despite significant difference in favor of private school principals as highlighted by quantitative study, the qualitative inquiry found that private school principals were involved in in-person instructional leadership practices less often than public school principals were.

SCHOOL PRINCIPAL’S MANAGEMENT COMPETENCES FOR SUCCESSFUL SCHOOL DEVELOPMENT

The authors of this article argue that work in the 21st century is more complex instead of being routine. Solution of education management problems in the Baltic Region is greatly affected by system approach ideas that treat actions as a unified system that consists of mutually related elements with constant interaction of internal and external environment factors. The evolving nature of school environment has placed new demands on educational leaders. Where knowledge of school management, finance, legal issue and state mandates was once the primary focus for the preparation of school leaders, education reform has created an urgent need for a strong emphasis on development of instructional leadership skills to promote good teaching and high level learning. Educational leaders must recognize and assume a shared responsibility not only for students’ intellectual and educational development, but also for their personal, social, emotional and physical development. In the article was discovered that school principals need to improve their management competences in personnel management, financial and communication management for successful school leadership.

Developing Human Capital through Instructional Leadership: Learning to Coach during Principal Preparation

Purpose: Aspiring leaders need to be equipped to transform schools with both the understanding and skills to purposefully increase implementation of a rigorous curriculum in every classroom as they learn to lead diverse schools. To provide a rigorous curriculum, principals need effective skills to grow teachers’ instructional and pedagogical competencies. The development of these necessary skills should begin during the principal preparation program with the candidate’s ability to demonstrate instructional coaching competencies. Methods: The purpose of this mixed methods research study was to determine whether there was an improvement in principal candidates’ performance on the linear combinations of the indicators across the four examined Evaluation Cycles and in a qualitative phase, to pinpoint the significant improvements in principal candidates’ performances on observed indicators. Findings: The quantitative data showed that as candidates received ongoing coaching specific to their needs, their ratings improved. The qualitative results furthered the finding. This article argues that transforming schools must include developing human capital through instructional leadership and it must begin during principal preparation. Implications: Principal preparation programs and school districts should emphasize the importance for the principal’s instructional leadership skills as they are responsible for hiring, growing, and retaining effective teachers.

Principal Leadership and School Performance: An Examination of Instructional Leadership and Organizational Management

ABSTRACTRecent research work in school leadership highlighting the importance of principals’ organizational management skills has prompted scholars to consider their importance in relation to instructional leadership skills. However, there is limited empirical work that directly compares these leadership skills and their importance for school outcomes. In this study, we use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Our results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. We also find that learning gains vary significantly across the principal profiles.

Ensuring Educational Leadership in the Creation and Leadership of Schools

Researchers have grappled to speculate about why people in almost all societies share a concern with social justice and equity in education. It is increasingly recognized, internationally and in South Africa, that leading and managing teaching and learning is one of the most important activities for principals and other school leaders. This paper shows that managing teaching and learning are often inadequate, and largely fails to improve educational problems facing school communities. A lot was written about arguably the biggest challenge facing today’s teachers and principals. The question remains how schools could be made to work effectively and equitably for all learners in ever more diverse classrooms. This article will attempt to point the way to ensure that there is educational leadership in the creation and management of schools. Quality leadership skills and competencies for effective teaching and learning in schools are also highlighted. The rationale for this study is based on the growing concern that school leadership is not sensitive to the needs of the learners they serve and continue to experience unjustifiable expenditure in relation to community expectations in terms of teaching and learning. Equity theory underpinned this study. It is imperative to note that people feel most comfortable when their relationships are maximally profitable and they are giving and getting exactly what they deserve from their relationships; no more and certainly no less. The ethics of care theory is used as a lens to understand how principals lead and manage schools to improve learner performance. This theory is considered pertinent for this study due to the fact that leaders have authority and power over their subordinates. A leader should possess instructional leadership skills that emphasize the achievement of the core task, teaching and learning, in schools. Effective leaders understand their staff and learners’ unique needs, can create a supportive environment and engage in practices that build on employee self-confidence to enhance their performance. Ethics of care is deemed suitable for this study since school leaders should have a passion to care for teachers and learners they lead. Ethics of care is a suitable way to connect people and emphasize helping others. Leaders should go an extra mile to address, nurture and support the needs of the teachers. The role of caring in a school environment has a more specific aim, which is to establish an environment that is conducive to effective teaching and learning because an environment that is caring enhances productivity. An investigation was conducted to explore effective school leadership through teaching and learning. This effect presents an exhaustive review of the article and suggests a direction for future developments. Based on the study, a qualitative approach was employed to investigate effective school leadership practices as perceived by school leaders. The belief is that schools should be led by the quality of leaders in order to produce good results. It is on this backdrop that schools need effective, dedicated, responsible, accountable school leaders, and staff members, if they are to provide quality education for all learners. It became evident from the findings that effective principals locate learning at the centre of their daily activities and that this can only be achieved if the creation of a conducive environment plays a major role in developing a professional community of teachers who work as a team under effective instructional leadership. Recommendations evolved from the findings.

Principals’ Instructional Leadership and Teachers’ Commitment in Three Mara Junior Science Colleges (Mjsc) in Pahang, Malaysia

The survey was conducted using quantitative methods to examine the instructional leadership of principals and the teachers’ commitment in three MJSCs in Pahang. Simple random sampling was used to hundred and thirteen (113) teachers using a questionnaire for ‘Principal Management Instruction Rating Scale’ (PIMRS) and Organizational Commitment Questionnaire. Descriptive statistics and inferential statistics based on the mean, mode, median, standard deviation, T-test, One-way ANOVA and correlation Spearson were used to examine the relationship of instructional leadership in three dimensions that focus on the goals of the school, managing the instructional program and develop a positive school learning climate with the level of teachers’ commitment. The results show that the relationship between instructional leadership and the level of teachers’ commitment is high. There is a significant relationship between instructional leadership and the level of teachers’ commitment in three MJSCs in Pahang. In terms of the implications of the study, the principal should use his own intelligence in instructional leadership skills to develop teachers’ commitment.

Desarrollo de Habilidades de Observación en la Formación de Liderazgo Escolar a Través de Videos de Clases

El estudio evalua la efectividad en Chile de una intervencion en el desarrollo de habilidades de observacion de sala de clases en el marco de un programa de formacion en liderazgo educacional con enfasis en practicas de influencia instruccional. Se aplico una estrategia de video formacion a traves de un formato semi-presencial con exposicion simultanea y masiva a videos y practicas de observacion de clases. Se analizaron 171 registros de observacion aplicados como pre y post-test en un lapso de 5 meses. Se analizo el foco con que observaban, operacionalizado en la nocion de triangulo instruccional. Este permite apreciar cuan centrada o distribuida esta la atencion del observador en el desempeno del docente, la actividad del estudiante o el contenido curricular. Se realizaron pruebas de comparacion de medias, utilizando la prueba t de Student para muestras relacionadas. Tambien se analizaron las modalidades de observacion, detectando enfasis descriptivos, interpretativos o evaluativos. Se evidencian cambios significativos en el patron y modalidad de observacion, lo que permite afirmar que las estrategias de video formacion son efectivas para desarrollar habilidades de liderazgo instruccional.

Teaching data use and school leadership

This case study uses evidence collected for accreditation and programme improvement at a small university Master's and certification programme in Educational Leadership Development to describe efforts to help leadership candidates use data during the programme's final internship experience. Programme features supporting the growth of candidates' instructional leadership skills are discussed as are the challenges faculty encountered supporting leadership candidates' efforts to use data to lead change projects. Suggestions for evaluating programmes' ability to teach evidence-based leadership practice are offered at the paper's conclusion.