Instructional Leadership Practices Research Articles

Factors affecting in-service teachers’ informatization instructional leadership in China

The ubiquity of instructional leadership integrated with technology has necessitated research into the application of instructional leadership and its influencing factors. The aim of this study is to investigate contributing factors to in-service teachers’ informatization instructional leadership by determining the relationship between use expectancy, social influence, facilitating conditions, computer self-efficacy, blended teaching competence, behavioral intention and teachers’ informatization instructional leadership. Quantitative research is employed using a questionnaire to collect data. The sample comprises 230 randomly selected in-service teachers from private undergraduate universities in Xi’an City, Shaanxi Province, China. Data analysis was carried out using SmartPLS. The results show that use expectancy, facilitating conditions, computer self-efficacy, blended teaching competence and behavioral intention all have a positive and significant effect on teachers’ informatization instructional leadership. Use expectancy, computer self-efficacy and blended teaching competence have a positive and significant effect on behavioral intention, and behavioral intention significantly mediates the relationships between use expectancy, computer self-efficacy, blended teaching competence and teachers’ informatization instructional leadership. The research provides practical guidance for universities attempting to implement or improve teachers’ informatization instructional leadership practices. Efforts for policymakers to develop teachers’ informatization instructional leadership should consider the importance of not only use expectancy and facilitating conditions but also computer self-efficacy, blended teaching competence, and the role of behavioral intention to use teachers’ informatization instructional leadership.

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.

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Instructional Leadership Practice of Secondary School Principals to Deliver Quality Education in North Shewa Zone in Ethiopia

ABSTRACT The study adopted a descriptive survey design. The participants of the study were secondary school principals (47) and supervisors (16) selected using availability sampling. The method of data collection was a principals’ instructional management rating scale. The quantitative data were analyzed using descriptive statistics, and an independent t-test, p < .05. The findings indicated that the practice of the ten instructional leadership functions was mainly poor, with some good with slightly better practices. The findings from an independent-sample t-test analysis showed that there were no statistically significant mean score differences between principals and supervisors’ ratings of the three dimensions of instructional leadership. To improve the instructional leadership practice in the schools, practical pre-and in-service training should be given to improve the knowledge and skill of instructional leadership of the principals.

Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy

PurposeResearch has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.Design/methodology/approachThe study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.FindingsThe findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.Originality/valueThe significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

AbstractInstructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross‐sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.

Status of Instructional Leadership Practices in Botswana's Public Technical and Vocational Education and Training: A Case of Brigades

This qualitative multi-case study explores instructional leadership practices at Botswana's brigades, a key provider of semi-skilled Technical and Vocational Education and Training (TVET) programmes. This study investigated the perspectives of instructional leaders and lecturers at two institutions in the Southern District to understand their experiences with leadership practices. Drawing on Hallinger and Murphy's (1985) framework, this research examines how instructional leadership unfolds within brigades, focusing on defining the mission, managing curriculum and instruction, and fostering a positive learning environment. Furthermore, it explores the collaborative practices of the leadership team, including principals, deputy principals, and department heads. The findings reveal a general understanding of instructional leadership among participants, with some evidence of practices, such as curriculum management and stakeholder involvement. However, concerns have been raised regarding communication gaps, limited shared leadership, and ineffective evaluation. The study also identified essential competencies for instructional leaders, including communication, planning, and resource management. Key challenges include information overload, resource shortage, and staff training gaps. The participants suggested strategies for improvement, emphasizing streamlined expectations, consistent monitoring, leadership development, and adequate resourcing. Overall, the study contributes to a deeper understanding of instructional leadership in Botswana's TVET sector and provides insights for enhancing programme quality and graduate employability.

Correlational Study on the Performance of School Heads and their Instructional Leadership Practices

Purpose: School leaders are now required to not only administer the school but also to improve teacher effectiveness and student success due to continuing education system reforms. The purpose of this research is to elucidate the correlation between the performance of school heads and instructional leadership. Methodology: The study employed a descriptive-correlational research method using a questionnaire checklist for data collection. The research sample comprises 53 school principals from the four districts in the municipality of Donsol, Sorsogon, Philippines. Validated researcher-made questionnaires were distributed to collect data for this investigation. Findings: The results show that most school administrators conducted up to three LAC sessions, developed up to four instructional supervision plans, observed a maximum of 10 instructors, and created between one and three quality-assured learning assessment methods. The school, under their supervision, received a maximum of two stars in the WINS program. Most of the students who took the PHIL-IRI exam scored 20 points or below. The school conducted three to four earthquake drills, has a maximum of 10 classrooms, provides a student handbook, and conducted at most one orientation before the start of the school year. School principals demonstrate excellence in their instructional leadership practices across the eight strands of PPSSH-Domain 3. However, most of the calculated chi-square values for the correlations between their performance and practices were below the crucial value when assessed at a significance threshold of.05. Conclusion: School principals showed impressive results in their performance and displayed exemplary practices in instructional leadership across the eight strands of Domain 3. However, most of their performances were not significantly correlated with their practices in instructional leadership.

ANALISIS DAMPAK KEPEMIMPINAN INSTRUKSIONAL KEPALA SEKOLAH TERHADAP PENGEMBANGAN PROFESIONAL GURU SD IIS PSM KEDIRI

Instructional leadership plays a crucial role in the management of educational institutions with the primary goal of enhancing the standards and effectiveness of teaching methods and student academic achievement. This study is designed to explore how principals implement instructional leadership strategies and their impact on the success of the learning process within the school environment. The study suggests that for effective learning to be achieved, it is important for principals to adopt and consistently implement instructional leadership practices. This not only improves the quality of learning in the classroom but also promotes a positive learning culture within the school environment. Keywords: leadership;instructional; teacher professional

Pengaruh Kepemimpinan Instruksional Terhadap Prestasi Siswa: Pendekatan Manajemen Pendidikan yang Efektif

This study investigates the practice of instructional leadership with qualitative methods with a descriptive approach to analysis. Involving principals, teachers, and teaching staff with a total of 15 respondents. The data collection method used is through observation, documentation and interviews. Data analysis techniques through data collection, data presentation and data verification. The results show that instructional leadership includes concrete steps in shaping an inclusive and proactive learning culture. These findings are in line with the literature emphasizing the positive role instructional leadership plays on teacher motivation and commitment. However, to evaluate its concrete impact on student achievement, further research is needed. The study recommends developing leadership training programs, strengthening teacher collaboration and participation, and developing supportive school policies. Periodic monitoring and evaluation is also proposed as an important step in ensuring the effective implementation of instructional leadership practices. Through the implementation of these recommendations, it is expected to continue to improve the quality of education and contribute to the development of the literature on instructional leadership

Headteachers’ Instructional Leadership Practices as Predictors of Teachers’ Continuous Professional Development in Ghanaian Public Basic Schools: Structural Equation Modelling Approach

The study sought to examine the causal effect of headteachers’ instructional leadership practices on teachers’ continuous professional development in Ghanaian public basic school context. The study employed the causal-comparative research design within the positivist quantitative framework, involving 127 headteachers and 643 teachers who were selected through census and proportionate stratified random sampling techniques respectively. Questionnaires were used to collect data, which was analysed through the covariance-based structural equation modelling (CB-SEM). Analysis of the path coefficients revealed that instructional leadership practices predicted a statistically significant 41.3% to teacher continuous professional development. Further examination of the path coefficients established that instructional leadership practices accounted for a statistically significant 41.7% to teacher knowledge, 45.4% to teacher professional values and attitudes as well as 42.2% to teacher professional practice respectively. Consistent with these findings, it was concluded that the headteachers’ instructional leadership practices were good predictors of teachers’ continuous professional development in the public basic schools in Ghana. Therefore, the study recommended that the headteachers should be supported and oriented to intensify their instructional leadership practices so as to enhance the continuous professional development of the teachers in public basic schools in Ghana.

Relationship of Instructional Leadership Practices among School Administrators and School Performance: Input Development of Annual Improvement Plan

This study determined the relationship between instructional leadership practices among school administrators and school performance: Input to the development of Annual Improvement Plan. A descriptive and correlational study type of research that is characterized as simply the attempt to determine, describe, or identify and correlational method will be used in determining the significance of the relationship between instructional leadership practices and school performance using an adopted survey questionnaire. A total of forty (40) respondents of school administrators from Dolores I and II Districts answered the questionnaires utilized in the study to get the data required. The statistical tools used the correlational method on instructional leadership practices and school performance. To test, the null hypothesis of the study was set at a 0.05 level of significance. Based on the findings of the study, the school administrators exhibit effective instructional leadership within the context of school and instructional leadership, the creation of a student-centered learning climate, and the management of human resources and professional development. However, school performance achieved a highly satisfactory rating, indicating a significant accomplishment in terms of fulfilling the mission and vision, achieving goals and objectives, and demonstrating innovation, creativity, and initiative in modular distance learning. There was no significant relationship between instructional leadership practices and school performance. The foregoing conclusions served as the basis for the following recommendations: DepEd should develop an assessment tool tailored for teachers to evaluate their school administrators regarding instructional leadership practices. And should establish and implement objective systems to assess the contribution of school administrators to the overall effectiveness of school performance.

Unveiling the nexus of leadership, culture, learning independence, passion trend-based learning, and teacher creativity in shaping digital student skills

Education in the digital era requires a holistic and innovative approach to ensure that learning is not only effective but also relevant to the demands of the times. This study aims to identify the interaction effect between instructional leadership, organizational culture, and student learning independence on passion-based learning, teacher creativity, and student skills in the digital era. This research was approached with a quantitative approach, using the Structural Equation Modeling method. The respondents were principals and teachers of senior high schools totaling 270 respondents. The stages of analysis included exploratory factor analysis, normality and outlier tests, confirmatory factor analysis and hypothesis testing with the help of SPSS and AMOS software. The results showed that the three main elements mentioned significantly influenced passion-based learning, teacher creativity and student skills. This means that in order to improve students' skills in the digital era, it is important to encourage the integration of effective instructional leadership practices, the creation of a conducive organizational culture, and students' learning independence, in order to stimulate passion-based learning and teacher creativity, which can further improve students' skills.

Effect of School Heads’ Instructional Leadership Practices on Teachers’ Functional Competencies: The Mediation of Teachers’ Attitude toward Teaching

Effect of School Heads’ Instructional Leadership Practices on Teachers’ Functional Competencies: The Mediation of Teachers’ Attitude toward Teaching

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.

Instructional Leadership Practices and Students' Academic Achievement

Instructional leadership practices are essential components to promote a healthy environment and to get students' good performance, abilities, and satisfactory academic results within the classroom. The purpose of this study is to seek the learner's achievement with the help of motivation, teacher competency, self-efficacy, and teachers handling specific corporate challenges through the instructional practices rendered by school heads. A quantitative research design was used to target the data from the participants. The target population of the study was instructional heads of federal public secondary schools in Islamabad. The study sample comprised instructional heads of twenty secondary schools. The survey method was used to get the responses of the participants. A statistical package for social sciences (SPSS) was used to enter the participants' responses. Mean and correlation tests were used to get the participants' results. The study results showed that leadership practices have a positive impact on students' academic achievement. Teachers should encourage the students to promote a healthy environment for learning. Teachers' desires, reward systems, high expectations for students, an organization, and students, as well as teachers' commitment and engagement in classroom activities, are essential practices for student achievement. Curriculum designers must promote productive, continuous motivational &amp; managerial teaching methods in textbooks for learners and teachers.

Influence Of Provision Of Incentives By Head Teachers On Teachers’ Work Performance In Public Primary Schools In Nakuru County, Kenya

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the country's school systems. One of the instructional leadership practices that can be adopted by headteachers is the provision of incentives to teachers. The purpose of this study was to determine the influence of provision of incentives by the head teachers on teachers’ work performance in public primary schools in Nakuru County, Kenya. Hallinger and Murphy's (1985) Model of Instructional Leadership and Campbell et al.'s (1993) Theory of Job Performance informed the study. The study used mixed methods research approach, and adopted the convergent parallel design. The study used both quantitative and qualitative research methods simultaneously to collect and analyze data from a target population of 57,800 pupils, 7,741 teachers, and 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs). A sample of 68 primary schools were selected for the study using cluster sampling. From these sampled schools 60 pupils and 329 teachers were selected through simple random sampling. Purposive sampling was also used to select 68 head teachers and 9 QASOs. The research instruments used were a focus group discussion guide, questionnaire, interview schedule, and document analysis checklist. A pilot study was conducted in 7 public primary schools in Baringo County with a sample size of 35 teachers. Descriptive and inferential statistics specifically frequency counts, percentages, Spearman rank correlation, and regression analysis, were used to analyze the quantitative data. Qualitative dat was analysed using textual analysis approach. The hypothesis was tested at a significance level of 0.05 using Statistical Package for Social Sciences (SPSS) version 25. The findings were presented as frequencies and percentages using tables. Qualitative data was analyzed thematically and presented in narrative forms. The study established that provision of incentives by the head teachers had a statistically significant positive influence on teachers’ work performance in public primary schools in Nakuru County. The study highlights the importance of teachers' work performance for overall school outcomes, providing valuable knowledge for head teachers and education stakeholders to focus on initiatives for provision of incentives for teachers and policies that support such initiatives. This will create an enabling environment for maximizing teachers' efficiency and effectiveness, leading to improved pupil performance in KCPE examinations in public primary schools. &#x0D; &#x0D; &#x0D;

Instructional leadership practices: Exploring deputy principal’s instructional leadership practices – A Zimbabwean case study

School reform efforts have focussed on the principal as the major determinant of students’ outcome without saying much on the contribution of deputy principals. Deputy principals are 2nd on the school’s hierarchical structure. The distributed leadership construct advocates more actors in instructional leadership. In this study we examined whether deputy principals were engaged in instructional leadership practices for overall student performance. The study was carried out in high schools of the Gutu district of the Masvingo province in Zimbabwe. A qualitative research approach and a case study design were adopted for the study. Three deputy principals, 1 deputising at a government-run school, another at a church-run school and the other at a rural district council-run school were purposively sampled for document analysis, observation and multiple interviews. The findings reveal that deputy principals were engaged in instructional leadership practices cursorily and to a limited extent. Deputy principals performed instructional leadership tasks through vision statement formulation, supervision of lessons, monitoring students’ progress and modelling good teaching behaviour. In the era of accountability and distributed leadership, pressure mounts for more engagement of deputy principals as instructional leaders. We, therefore, recommend a collective approach to vision development by all stakeholders and the development of protocols that encompass pre- and post-observation conferences that mainly focus on the teacher.

The Instructional Leadership Practice Among Senior Leaders in Malaysia Primary Schools

The study intends to explore the instructional leadership practice among the Seniors Leadership Team (SLT) of five schools selected in Malaysia as pilot schools for the 21st Century Education. Four main dimensions underpin this study. The dimensions can, in essence, be translated into four leadership skills firstly to define and establish school goals, secondly to manage instructional programs, third to promote a conducive learning environment and fourth to create a friendly and cooperative school environment. The data for this study was obtained from a questionnaire survey involving 320 respondents comprising teachers from the five schools concerned. Data were analysed using SPSS. The results showed that practices of Instructional Leadership were evident among the Seniors Leadership Team (SLT) of all five schools. However, the results also seemed to point to the second dimension’s practice of managing instructional programs being low compared to the other three dimensions. The overall findings, however, support that the practice of Instructional Leadership among the Seniors Leadership Team (SLT) of the schools studied, was at a very high level.

Teachers’ opinion and experiences of the application of instructional leadership: evidence from history teachers

ABSTRACT In this study, we sought from a sample of secondary school history teachers their opinions and experiences of instructional leadership. We adopt the mixed methods approach that involved 200 and 13 respondents each, for the quantitative and qualitative strands of data, respectively. Two instruments (survey questionnaire and focus group discussion protocol) were used for data collection. The results indicate a limit to the instructional leadership experienced by teachers in secondary schools. Despite the inadequacy in the leadership experienced, regular meetings on students’ performance were reported highest among the instructional leadership practiced in secondary schools. Findings from this study emphasized the distribution of leadership among formal and informal leaders, which include the teachers, to sustain the achievement of school goals and mission. We conclude that the practice of instructional leadership should be extended to other crucial stakeholders, especially history teachers. The study contributes to scholarship by arguing for collaboration between school leaders and teachers to make the achievement of school goals and mission easier. The study also argues for a flexible leadership framework that meets the local condition(s) peculiar to the research site of interest.