Principal Instructional Leadership Research Articles

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.

Effect of principal instructional leadership on teacher commitment

A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.

Psychometric Properties of the Principal Instructional Leadership Scale (PILS) in Saudi Arabia

BackgroundsThe principal instructional leadership describes how school principals oversee the curriculum, instruction, and assessment. The main aims of the current study were translation and evaluation of the psychometric properties of the Principal Instructional Leadership Scale (PILS) in a Saudi Arabian population. MethodsThe translation and cross-cultural adaptation process has been conducted in five stages, including forward translation, translation synthesis, backward translation, expert committee, and pilot testing. Face, content, construct, and convergent validity were used to establish validity. Cronbach's alpha coefficient and McDonald's omega (Ω) were used for internal consistency. ResultsTo validate the PILS structure, the total sample (N = 724) was randomly split into two subgroups, each comprising 362 individuals, for Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA). Five factors obtained from EFA explain 71.07 % of the variance in PILS. The PILS encompasses domains of improving curriculum quality, teaching, and enhancing the effectiveness of adaptive learning, adding to the dimensions covered by previous instructional leadership measures. The five components show strong internal consistency (0.93 to 0.97). Both first-order and second-order CFAs confirmed the 5-factor model, meeting criteria (CFI > 0.91, GFI > 0.9, IFI > 0.9, RMSEA<0.05). All 21 items displayed suitable internal consistency (Cronbach's α > 0.8, McDonald's omega >0.7). Second-order average variance extracted validity (0.50) indicated PILS validity. Gender invariance analysis revealed no significant differences (∆CFI < 0.01, ΔRMSEA<0.01) in PILS structure between genders. ConclusionThe reliability and validity of the Arabic rendition of PILS are commendable, making it suitable for evaluating principal instructional leadership in Saudi Arabia.

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 Instructional Leadership, School Climate, and Work Motivation on Teacher Professionalism in Public High Schools throughout Barito Kuala Regency

Low teacher professionalism in State Senior High Schools in Barito Kuala Regency is caused by instructional leadership, school atmosphere, and job motivation, thus this study aims to increase teacher professionalism. This study examines how Principal Instructional Leadership, School Climate, and Work Motivation affect Teacher Professionalism in Barito Kuala Regency Public High Schools. This study uses descriptive quantitative methods and a route analysis model (Part Analysis) to analyse variable influences. Probability Sample Random Sampling was used to sample 145 of 228 state teachers in Barito Kuala Regency's state high schools. SPSS 20 was used to descriptively and inferentially analyse questionnaire and documentation data. The regression coefficient of the principal's instructional leadership variable on teacher professionalism was 0.283. School climate favouring teacher professionalism 0.248. Work motivation on teacher professionalism 0.434. Principal instructional leadership on school atmosphere 0.748. On work motivation, the principal's instructional leadership was 0.871, and indirectly: Principal teaching on teacher professionalism via school atmosphere had a leadership 0.178 path coefficient. Principal instructional leadership towards teacher professionalism via job motivation had a 0.730 path coefficient. This research found that the principal's instructional leadership, school climate, and work motivation at Barito Kuala Regency Public High School are high, while teacher professionalism is very high. The principal's instructional leadership, school atmosphere, and job motivation somewhat affect teacher professionalism in Barito Kuala Regency state high schools. The principal's instructional leadership indirectly affects teacher professionalism via school atmosphere and job motivation in Barito Kuala Regency state high schools. The suggestions demand more teacher professionalism, notably pedagogical ability.

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study.

Principal instructional leadership (PIL) is significant for school effectiveness due to its direct and indirect influences on school-, teacher-, and student-level variables. A considerable number of studies have provided persuasive evidence that PIL is associated with both collective efficacy (CEF) and teacher self-efficacy (TSEF), two significant variables to sustain the quality of instruction. These studies were conducted with a variety of participants from various contexts. The current study aims to investigate the association between PIL and TSEF, and the mediating role of CEF in this association using meta-analytical structural equation modeling (MASEM). This analysis was conducted using the correlation values obtained from 26 studies focusing on their relationship and included data from a population of 19.584 participants from around the world, thus providing a more generalizable perspective on these variables. The results indicated that PIL was correlated with both CEF and TSEF, and the combined influence of PIL and CEF on TSEF was 31%. The study findings also showed that the scales used to measure PIL could produce different results regarding these relationships, while gender did not have a significant effect. These results suggest significant implications for researchers, policymakers, and practitioners to sustain school effectiveness in the fast-changing context of schools in the twenty-first century.

Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

Although the investigation of instructional leadership and teacher professional learning is well-documented in the literature, one overlooked question concerns the linear and nonlinear relationships between these two variables. This study aims to examine the linear and nonlinear relationships of principal instructional leadership on teacher professional learning through teacher self-efficacy as a mediator. This study has collected 335 teacher samples encompassing both primary and secondary school levels in Penang, Malaysia. The analysis of data utilised partial least-squares structural equation modelling. The findings indicated a significant positive linear relationship between instructional leadership and teacher-professional learning. Likewise, there exists a significant mediating effect of teacher self-efficacy between instructional leadership on teacher professional learning. There exists a significant nonlinear relationship between principal instructional leadership on teacher self-efficacy and teacher professional learning respectively. The structural model exhibits a significantly high level of predictive power for in-sample and out-of-sample. This study offers theoretical and methodological advancements in comprehending the complex relationships between instructional leadership and teacher outcomes. It proposes that forthcoming studies could adopt a combination of linear and non-linear relationships to achieve robust empirical findings.

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.

The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy

This study elucidates the relationship between instructional leadership and teacher self-efficacy by identifying the moderating role of teacher collegiality. Survey data were collected from 1,498 teachers at 53 middle schools in Henan, China. Findings indicate that instructional leadership has a positive impact on teacher self-efficacy. More importantly, teacher collegiality was found to moderate the relationship between principal instructional leadership and teacher self-efficacy. More specifically, when there was a high level of teacher collegiality, instructional leadership positively predicted teacher self-efficacy; however, when there was a low level of teacher collegiality, instructional leadership barely predicted teacher self-efficacy. In addition to elaborating on the relationship between principal instructional leadership and teacher self-efficacy, this study underscores the importance of teacher collegiality in promoting the effectiveness of instructional leadership.

The Relationship Between Principals' Instructional Leadership, Achievement Motivation, and Job Satisfaction with the Performance of Public Primary School Teachers in Telaga Langsat Sub-District, Hulu Sungai Selatan District

This study aims to analyze the direct and indirect relationship of principal instructional leadership, achievement motivation, job satisfaction with teacher performance. The method used in this study is descriptive correlational with a quantitative approach formulated into a path analysis model. The study population was 172 teachers from 18 elementary schools in Telaga Langsat sub-district and 120 respondents were taken as research samples using a proportional allocation formula. Data collection using questionnaire instruments and data analysis using descriptive analysis, classical assumption test, hypothesis test, and path analysis. The results of this study show that there is a significant direct relationship between principal instructional leadership, achievement motivation and job satisfaction with teacher performance. There is an indirect relationship between the principal's instructional leadership and achievement motivation with teacher performance through job satisfaction at SDN Telaga Langsat District.

(Re)Investigating the pathways between instructional leadership, collective teacher efficacy, and teacher commitment: a multilevel analysis

PurposeThis study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis.Design/methodology/approachThis study employed quantitative cross-sectional research design. Data were collected from 1,328 teachers selected from 71 Malaysian primary schools.FindingsThe direct relationship between instructional leadership and teacher commitment was significant at the school level. Similarly, instructional leadership exhibits a significant direct effect on collective teacher efficacy. Collective teacher efficacy also has a significant direct effect on teacher commitment. The results also indicate a significant indirect effect at school level between instructional leadership and teacher commitment through collective teacher efficacy.Research limitations/implicationsThe multilevel analysis among instructional leadership, collective teacher efficacy, and teacher commitment warrant further investigations with larger sample sizes at both group and individual levels.Originality/valueThis study supplements previous findings by contributing more rigorous empirical evidence using multilevel analysis. The findings extend current knowledge in the principal instructional leadership literature in the context of a Southeast Asian country.

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).

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

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

Instructional leadership scale for high school principals: Development and validation

Principal instructional leadership (PIL) refers to the management of school curriculum, instruction, and assessment by the principal of a school. It is essential to measure the extent of the instructional leadership provided by principals and to propose means of improving instructional leadership. The principal instructional leadership scale (PILS) has been put forward to achieve these goals. In the current study, we validated the PILS on a sample of Taiwanese teachers using a multilevel approach involving expert reviews and three studies. Following two stages in confirmation of content validity by 20 experts, the initial 30-item PILS with five core concepts was subjected to discrimination analysis, exploratory factor analysis, and internal consistency reliability analysis utilizing SPSS 13.0 for Windows and AMOS 22.0 ( n = 339). This resulted in the deletion of nine items. In the second study, the individual item reliability of the remaining 21 items was examined, and the composite reliability, convergent validity, and discriminant validity confirmed the selection of the optimal model ( n = 672). The results of the third study ( n = 1438) supported metric invariance, scalar invariance, and factor variance-covariance invariance and confirmed scalar measurement invariance across genders. Finally, cross-validation analysis verified that the scale was stable and well-constructed.

The Influence of School Culture, Principal Instructional Leadership and Work Motivation on the Teacher Performance of Elementary School

This research approach is quantitative. The population of this study was all elementary school teachers in Sampanahan District, Kotabaru Regency with 116 teachers, and the sample size was determined by Issac &amp; Michael's table of 89 people. Dat a collection techniques using questionnaires are disseminated online to samples through a Google form link. Analysis of research results using descriptive statistics, simple regression, and multiple regression using SPSS Version 20. The results showed that there is an influence between (1) school culture on teacher performance, (2) principal instructional leadership on teacher performance, (3) work motivation on teacher performance, (4) school culture on work motivation, (5) principal instructional leadership on work motivation, (6) school culture on teacher performance through work motivation, (7) principal instructional leadership on teacher performance through work motivation. Based on the findings of this study, several things can be suggested such as: (1) Teachers as educators should be more active and creative to improve teacher performance, (2) Principals should encourage positive efforts to increa se teacher motivation at work, (3) educational institutions should provide opportunities for teachers to develop themselves (4) This research should be used as a reference and reference to conduct related research.

Relationship between Principal Instructional Leadership, Job Satisfaction, Work Commitment and Performance of SDN Teacher in South Banjarmasin District, Banjarmasin City

The purpose of this study was to analyze the direct and indirect relationship between the Headmaster's Instructional Leadership, Job Satisfaction, Work Commitment and Performance of Elementary School teachers in South Banjarmasin District, Banjarmasin City. The method used in this research is cross sectional using a path analysis model to analyze the pattern of relationships between variables. The study population consisted of 309 teachers from 59 elementary schools in South Banjarmasin District, Banjarmasin City, and 174 respondents were taken as the research sample using the Probability Simple Random Sampling technique. Data collection used a questionnaire instrument and data analysis used descriptive analysis, classic assumption test, hypothesis testing and path analysis. The results of the analysis of the regression coefficient value of the headmaster's instructional leadership behavior variable and performance, job satisfaction variables and performance, work commitment variables and performance, variable headmaster instructional leadership and commitment, variable job satisfaction and work commitment, variable headmaster instructional leadership and performance through work commitment and variable job satisfaction with performance through commitment. This study concludes that the variables of Headmaster Instructional Leadership, Job Satisfaction, Work Commitment and Performance of Elementary School teachers in South Banjarmasin District, Banjarmasin City are all included in the high category. There is a partial direct relationship between the headmaster's instructional leadership, job satisfaction, work commitment and teacher performance. There is an indirect relationship between the headmaster's instructional leadership and job satisfaction and performance through work commitment at Elementary School South Banjarmasin District, Banjarmasin City. The headmaster's suggestion is to continue to maintain this instructional leadership because in practice it can improve teacher performance. Things that need to be improved are relationships with teachers such as providing opportunities to attend various trainings that are in line with their profession. Teachers must put more effort into improving performance by having more strategies and methods for assessing learning outcomes not only for the development of the realm of knowledge but also for the realm of student behavior and morals.

Relationship between Principal Instructional Leadership, Job Satisfaction, Work Commitment and Performance of SDN Teacher in South Banjarmasin District, Banjarmasin City

Relationship between Principal Instructional Leadership, Job Satisfaction, Work Commitment and Performance of SDN Teacher in South Banjarmasin District, Banjarmasin City

The Influence of School Culture, Principal Instructional Leadership and Work Motivation on the Teacher Performance of Elementary School

The Influence of School Culture, Principal Instructional Leadership and Work Motivation on the Teacher Performance of Elementary School

The Effect of Principal Instructional Leadership, Creativity and Teacher Achievement Motivation on Teacher Work Productivity in PAUD Institutions, Central Amuntai District, Hulu Sungai Utara Regency

Teacher work productivity is the performance of teachers in providing the best service to students and having an attitude to always improve and improve the learning process. Some factors that affect teacher work productivity are the principal's instructional leadership, creativity and teacher achievement motivation. This study aims to describe and analyze the direct and indirect influence of principal instructional leadership on teacher work productivity through teacher creativity and achievement motivation. This study used a quantitative descriptive approach with correlational techniques. The population of this study was 168 teachers in 55 ECCE institutions. The sample of this study was 118 people. The number of samples is taken using the Slovin formula and proportional random sampling. Data collection was carried out using instruments consisting of principal instructional leadership (19 items), creativity (22 items), achievement motivation (19 items) and teacher work productivity (19 items) which had been tested for validity and reliability using product moment correlation. Data analysis of this study using Path Analysis. The results showed the influence of the principal's instructional leadership on teacher work productivity through creativity and achievement motivation.

The Effect of Principal Instructional Leadership, Creativity and Teacher Achievement Motivation on Teacher Work Productivity in PAUD Institutions, Central Amuntai District, Hulu Sungai Utara Regency

The Effect of Principal Instructional Leadership, Creativity and Teacher Achievement Motivation on Teacher Work Productivity in PAUD Institutions, Central Amuntai District, Hulu Sungai Utara Regency