Principal Instructional Management Rating Research Articles

KESAN KEPIMPINAN INSTRUKSIONAL KE ATAS KOMITMEN ORGANISASI: PENDEKATAN PEMODELAN PERSAMAAN STRUKTURAL

This study examines the effect of the principal's instructional leadership on teacher commitment in Sarawak schools. Instructional leadership has three dimensions which are defining the school's mission, managing the instructional program and promoting a positive school climate. A total of 899 primary school teachers were involved in this study. Data is collected online through Google Forms. The Principal Instructional Management Rating Scale (PIMRS) questionnaire by Philip Hallinger (2000) was used to measure the head teacher's instructional leadership, while the Three Component Model Employee Commitment Survey (TCM-ECS) questionnaire by Meyer and Allen (2004) was used to assess teacher commitment. This study uses quantitative methods, with descriptive analysis using IBM Statistical Packages for the Social Sciences 2.7 (SPSS) and inferential analysis using Partial Least Squares-Structural Equation Modelling (PLS-SEM). The findings of this study show that the level of instructional leadership is high for all dimensions. The findings also found that there is a significant effect between the head teacher's instructional leadership and the teacher's organizational commitment. Overall, this study produced a model to show the contribution of the head teacher's instructional leadership to the teacher's organizational commitment. In terms of its implications, this study contributes to the development of knowledge, the improvement of practice, and the formation of policies. It is recommended that further studies be conducted in other states in Malaysia to assess the effectiveness of this relationship comprehensively.

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

Headteachers’ Instructional Leadership Practices: A Comparison of Public and Private Basic Schools in Two Selected Districts in Ghana

ABSTRACT This study compared headteachers’ instructional leadership practices in public and private basic schools in two selected districts in Ghana. The study used a quantitative cross-sectional survey design and a simple random sampling technique to invite 336 teacher participants. The research utilized the teacher version of Hallinger and Murphy’s Principal Instructional Management Rating Scale (PIMRS) as the research instrument and descriptive statistics and multivariate analysis of variance (MANOVA) as analytical tools. Results showed that headteachers in private basic schools enacted instructional leadership functions significantly higher than their counterparts in public basic schools. Among other things, headteachers in private basic schools framed and communicated school goals, supervised and evaluated instruction, monitored student progress, protected instructional time, and promoted teacher professional development significantly higher than headteachers in public basic schools. As the government of Ghana hopes to improve learners’ academic achievements in public basic schools, the study recommends that pragmatic strategies that could improve the instructional leadership practices of the headteachers should be implemented.

The Effect of Teacher Quality on Primary School Students’ Academic Achievement

This study aims to examine how the quality of teachers in rural primary schools under the supervision of the Kota Belud District Education Office, Sabah, affects the level of students’ academic achievement. This study is quantitative and descriptive and is conducted through a survey using questionnaires modified from the Principal Instructional Management Rating Scale instrument, the Standard Guru Malaysia (SGM) 2010 model, as well as the Community Support model adapted from the PIBG eSarana. A total of 293 teachers from 57 rural primary schools were involved in this research. The data collection process is carried out and analyzed through descriptive statistics (centrality measures and dispersion measures) as well as inferential statistics through linear regression analysis. Based on the findings of the study, the level of teacher quality is high, and there is a positive and significant influence of teacher quality on improving student academic achievement in Sabah (p<0.05). High teacher quality can increase student commitment in their learning activities, in addition to encouraging students’ intellectual involvement in the teaching and learning process (PdP) in the classroom. This indirectly contributes to the improvement of students’ academic achievement.

Differences in College Lecturers’ Ratings of Principals Instructional Leadership: A Jamaican Perspective.

The purpose of this quantitative study is to determine how lecturers rated their principals as instructional leaders and to examine the differences in lecturers’ ratings of principals’ instructional leadership based on the demographic characteristics of gender, age range, lecturing status, number of years current principals have been employed to the colleges. and the highest level of educational attainment of the current principals. A survey that adopted the Principal Instructional Management Rating Scale (PIMRS) was used to collect data from 170 participants purposively. Overall, lecturers had moderately high ratings of principals’ instructional leadership within the colleges. There were no statistically significant differences in the ratings of lecturers based on age range and the number of years the current principal has been employed within the colleges. Male lecturers rated their principal higher than female lecturers on the dimension of creating a positive college climate. Adjunct lecturers gave their principals a higher rating than full-time lecturers on the dimension of managing instructional programs. Principals that had a master’s degree as their highest educational attainment were rated higher by the lecturers on the dimension of defining the college mission. This study contributes to the body of knowledge by filling the gap at the college level.

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.

The Relationship Between Principals’ Leaderships Towards TVET Teachers’ Motivation in Implementing ICT

The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals’ leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers’ motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers’ motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation.

An Investigation into Principals’ Instructional Leadership and Lecturers’ Organizational Commitment Within the Community Colleges in Jamaica

The purpose of this quantitative correlational study was to examine the relationship between lecturers’ ratings of principals' instructional leadership and lecturers' views of their organizational commitment (OC) within the community colleges in Jamaica. Quantitative data were collected using a questionnaire that adopted the Principal Instructional Management Rating Scale and the Three-Component Model of Organizational Commitment. A total of 170 lecturers participated in the survey, which used total population sampling, a purposive sampling technique. The Social Exchange Theory, Organizational Commitment Model, and Instructional Leadership Model provided theoretical frameworks for the study. Results of the Pearson Product Moment Correlation showed an overall low but positive association between principals’ instructional leadership and lecturers’ organizational commitment. Defining the college mission was positively correlated with affective and normative commitment but negatively with continuance commitment. Results of the Multiple Regression Analysis indicated that defining the college mission, managing instructional programs, and creating a positive college climate predicted affective and continuous commitment. However, creating a positive college climate was the only predictor of normative commitment. The study concluded that principals' instructional leadership is necessary within the community colleges and was associated with lecturers' organizational commitment.

Effectiveness of Instructional School Leadership in Public Secondary Schools in Buea

Purpose: The purpose of this study was to investigate the effectiveness of instructional school leadership in public secondary schools in Buea.
 Methodology: This study employed a non-experimental descriptive-correlation research design. The sample included 450 respondents (50 principals, vice principals and 400 teachers). Forty (40) teachers from each school were obtained using the stratified and simple random sampling methods, and the principals and vice principals of the sampled schools were automatically used as respondents. This research study utilized the Principal Instructional Management Rating Scale (PIMRS) survey for teachers to evaluate the public secondary school principal’s instructional leadership capacity. The data collected were analyzed by calculating the percentage, Mean and Pearson r Correlation.
 Findings: The study found a significant relationship between teacher’s perceptions of principals’ instructional leadership towards defining school mission (r-cal=3.444, p<0.05). There was significant relationship between teachers’ perception of principals instructional leadership towards managing instructional program (r -cal=3.321, p<0.05). There was a significant relationship between teachers’ perception of principals instructional leadership towards developing school-learning climate (r-cal=3.134, p<0.05).
 Recommendation: The study recommend that principals should develop a comprehensive mission that addresses every facet of the school if they are to perform an effective instructional leadership function.

KEPIMPINAN INSTRUKSIONAL PENGETUA DAN EFIKASI GURU DI SEKOLAH MENENGAH KEBANGSAAN DAERAH KOTA SETAR

This study examines the relationship between Principals' Instructional Leadership and Teacher Efficacy in Secondary Schools in the district of Kota Setar, Kedah. Quantitative methods using a survey approach through questionnaires were applied to examine Principals ’Instructional Leadership and Teacher Efficacy. A total of 1480 teachers serving in 84 Secondary Schools in Kota Setar District were involved as a population in this study. Meanwhile, a total of 306 teachers were selected as the study sample. Simple random sampling was used to select the sample of the study. The questionnaire is the main instrument of this study. The instrument is adapted from Principal Instructional Management Rating Scale (PIMRS) contain 25 item and Teacher Self Efficacy Scale contain 23 items with high reliability, Principal Instructional Leadership Style (α = 0.95) and Teacher Efficacy (α = 0.90). Data were analyzed using Descriptive and Inferential Statistics. The findings of the study showed that all the principals practiced Instructional Leadership at a high level. This study shows that there is a significant relationship between Principal Instructional Leadership and Teacher Efficacy, and the relationship is positive and at a moderate level. The findings of this study have made a significant contribution to the field of knowledge by highlighting the relationship between the Principal Instructional Leadership variable and Teacher Efficacy variable.

Instructional Leadership Practices at High-Performing Vocational Schools: Administrators’ vs Teachers’ Perception

Instructional leadership continues to be a prevalent subject in educational leadership and has been progressively implemented to solidify educational leadership practices globally. The duty of school leaders as instructional leaders has long been recognized as an essential factor in school organizations to improve the quality of learning in schools. This study aimed to explore and report the instructional leadership practices among school administrators (principals, and vice-principals, head of programs) from high-performing vocational schools based on administrators’ and teachers’ perspectives. A survey was used to acquire the quantitative data. The Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 155 school administrators and 336 teachers from twenty-three high-performing vocational schools. Data were analyzed using descriptive statistics to measure the level of instructional leadership practices. The t-test was utilized to assess the substantial differences between school administrators and teachers. The findings indicated that the school administrators’ instructional leadership practices are high in defining school goals, managing instructional Programme, and promoting positive school climate dimensions. The findings also show a substantial difference in scores between the perceptions of school administrators and teachers concerning instructional leadership practices by school administrators. This study contributes to the understanding of instructional leadership practices, which had previously received limited attention.

Instructional Leadership Practices Among Headmasters and The Correlation with Primary Schools’ Achievement in Sabah, Malaysia

This study aims to identify the correlation between the instructional leadership practices by the headmasters with the level of performance and achievement of schools in Malaysia. A total of 141 respondents comprised of senior assistants of primary schools were examined. Respondents' perceptions of instructional leadership practices by the headmasters were gained using a set of questionnaire that was modified from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistical analysis was used to obtain the mean score, percentage, and standard deviation of the instructional practices. At the same time, ANOVA test was applied to obtain the perceptions from demographic factors and Pearson Correlation to measure the relationship between the instructional leadership and the schools’ performance that is based on band measurement. The findings show that the level of instructional leadership practice is high, with a mean of 4.24. Band 1, 2, 3 and 4 schools each have min of 4.37 4.23, 4.23 and 4.05 respectively. Pearson correlation analysis shows that there is a weak negative correlation between the headmasters’ instructional leadership practices level and the performance of the schools (r = -0.210). Thus, findings conclude that the level of instructional leadership practices among headmasters in primary schools is high and has a weak negative relationship in-term of schools’ achievement.

INFLUENCE OF PRINCIPAL INSTRUCTIONAL LEADERSHIP BEHAVIOUR ON THE ORGANISATIONAL COMMITMENT OF JUNIOR HIGH SCHOOL TEACHERS IN SURAKARTA

Purpose – The main objective of this study was to identify the influence of principal instructional leadership on teacher organizational commitment in junior high schools in Surakarta. This issue arises because there are discrepancies in the findings of previous studies as well as the lack of studies in Indonesia. Accordingly, no definitive conclusions can be drawn in relation to this issue which is still pending. Methodology – This study was conducted by applying a quantitative approach and cross-sectional survey design. A total of 264 teachers participated in this study. They were selected using a stratified random technique. Two standardized questionnaires namely the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy (1985) and the Organizational Commitment Questionnaire (OCQ) developed by Allen and Meyer (1990) were used to measure principal instructional leadership and teacher commitment to their respective organizations. To analyze the data, SPSS version 26 was used to analyze the descriptive data, while SmartPLS 3.0 was used to analyze the measurement model and hypothesis testing. Findings – Descriptive statistics showed that the mean score of principal instructional leadership was 3.7 and teacher organizational commitment was 3.3. Both of these mean scores indicated that the level of principal instructional leadership and teacher organizational commitment were at moderate levels. In the assessment of the measurement model, the questionnaires used in the study had acceptable convergent and discriminant validity. Meanwhile, in hypothesis testing, this study found that principal instructional leadership had a moderate influence (β= 0.397) on teacher organizational commitment. Significance – The findings of this study have contributed to the development of knowledge in the field of instructional leadership and organizational commitment in the context of education in Indonesia. This study suggests that if teachers’ commitment to the school/ organization is to be enhanced, school principals should practice extensive instructional leadership.

Incorporating Principles of Instructional Leadership in Love Pedagogy towards School Excellence: Teachers Perspectives

This study seeks to examine school principals’ practice of incorporating instructional leadership principles in love pedagogy towards achieving school excellence from teachers’ perspectives. Love pedagogy is an approach to fuse sharing, caring, affection, wisdom, and, passion in achieving noble visions and missions of an organization or institution. The Principal Instructional Management Rating Scale (PIMRS) on development; formulated, modified and adapted by Hallinger and Murphy (1985), Latip (2006), Hatta (2011) and McCarley, Peters, & Decman (2016) was used as the instrument for data collection specifically its survey questionnaire. The respondents were 328 educational leaders and teachers from various states in Malaysia. They were pursuing degree in Master of Education at the Kulliyyah of Education in IIUM. The findings of this study indicated that the leading practice of principals when incorporating instructional leadership principle towards school excellence was ‘Passionate in Developing Academic Standard’ with a mean of 5.1445 agreeing to this practice. This was then followed by ‘Sharing in Communicating School Goals’ achieved a mean of 5.1366 and ‘Caring in Supervising and Evaluating Instructions’ had a significant mean of 5.0073 agreed to the practice. This research hopes to provide useful discoveries to effectively assist school principals, educational leaders and teachers to improve performance of schools in order to achieve first class human capital who are excellent nationally and internationally as stipulated in the vision and mission of excellence school by the Ministry of Education Malaysia towards realization of the Malaysian Education Blueprint 2013-2025 and the Malaysia Development Plan 2030.

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.

Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji

The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision and evaluation of instruction were the lowest-rated items. The lack of professional preparation for an instructional leadership role and the dual role of the rural principal as school leader and teacher, which appears to compromise both roles, may together explain the scant attention paid to the instructional leadership role. These findings have implications for principals’ workload and in turn instructional leadership practices, which the Fiji Ministry of Education could re-visit to avoid compromising either the leadership or teaching role.

Instructional leadership as a predictor of collaborative culture in schools

ABSTRACT The purpose of this study was to examine the relationship between school principals’ instructional leadership and collaborative culture in schools. The study was conducted using a cross-sectional survey with a sample of 382 teachers. The data were collected through the Principal Instructional Management Rating Scale (PIMRS) and the School Culture Survey. Multiple regression analysis was used to estimate relationships among the variables. The study findings indicate that instructional leadership practices were significantly and positively related to collaborative culture in schools. The findings are discussed according to the related literature, and suggestions are made for policy and practice.

Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak

This study focuses on teachers’ perceptions of their headmasters’ instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using ‘The Principal Instructional Management Rating Scale (PIMRS) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with SPSS IBM Version 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters’ instructional leadership in the three dimensions as “medium high” (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers’ perceptions regarding their headmasters’ instructional leadership practices. This study also revealed the headmasters’ instructional leadership practices as “medium high” level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities.
 
 Keywords: Instructional Leadership, Under-enrolled Schools, Rural Schools

Assessment Of Principal’s Instructional Leadership In Selected Public Schools: Basis For Instructional Development Program

By heart, a principal will remain a classroom teacher. His/Her appointment was not only based on educational qualifications but more importantly on experience and expertise as a classroom teacher. As a teacher rises from the ranks, he/she continues to teach but with lesser teaching loads. Being the principal, he/she primarily the instructional leader of the school despite the more administrative responsibilities on his/her shoulders. Educational leadership experts believed that principals must their role as instructional leader is 70 % and as administrator is 30 %. However, it has been observed that with the demanding administrative work, lesser attention is given to his/her role as an instructional leader. To find out how principals fulfill their role as instructional leaders, this study assessed the instructional leadership of principals in selected public schools in Metro Manila, Philippines. There were 150 elementary teachers who participated in the study. Using the contextualized Principal Instructional Management Rating Scale (PIMRS) by Hallinger (1982), it found out that the principals are fulfilling their roles as instructional leaders in terms of communicating the department’s development plans, promoting professional development, supervising and evaluating instruction, and providing incentives for teachers. However, they need to enhance their instructional leadership roles in three areas namely maintaining high visibility, monitoring student progress, and framing the department’s development plan.

The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals

ABSTRACT This study investigates the impact of principals’ instructional leadership practices on secondary school teachers’ effectiveness in the North Central Geo-Political Zone of Nigeria. To answer the research question of the study, the Principal Instructional Management Rating Scale (PIMRS) and the Virgilio Teacher Behaviour Inventory (VTBI) were administered to 389 teachers in 18 public secondary schools. The results indicate that instructional leadership, in terms of defining school mission; managing instructional programs; and developing a positive school learning climate, are significantly and positively associated with teachers’ effectiveness. Therefore, stakeholders in the education sector can make informed decisions and interventions to enhance teachers’ effectiveness through the principals for desirable learning outcomes. Similarly, school principals should focus more on instructional leadership practices that relate to teaching and learning in order to improve teachers’ effectiveness. This study adds to the existing knowledge on factors that determine teachers’ effectiveness in Africa, in particular, in Nigeria.