Principal Instructional Research Articles

Psychometric Properties of the Persian Version of the Principal Instructional Leadership Scale for High School Principals (PILS): Translation, Psychometric Properties, and Network Analysis

Psychometric Properties of the Persian Version of the Principal Instructional Leadership Scale for High School Principals (PILS): Translation, Psychometric Properties, and Network Analysis

Leadership Principal Instruction in Implementation Independent Curriculum in Schools Upper Intermediate

This research aims to analyze and find out the principal's instructional leadership in implementing the independent curriculum, especially at Santo Fransiskus Assisi Pontianak High School, North Pontianak District, West Kalimantan Province. This form of research uses a qualitative approach with a case study type of research. There were four research subjects, namely, the principal, deputy principal for curriculum, deputy principal for student affairs, and teachers. The data collection method is carried out using techniques interviews , observations , and documentation . Data analysis uses data reduction , data presentation and withdrawal conclusion / verification . The results of this research show that the principal has carry out leadership teaching well and effectively so that in communicating vision and mission school as well as apply ikm carried out according to objectives . As for leadership strategies instruction carried out by the school principal namely , (1) give exemplary , (2) dialogue with teachers, (3) effective communication , (4) facilitating teachers, (5) supervising effective . Important steps have been taken taken show that the principal own commitment and focus on achievement implementation of SMEs. By applying leadership instructional show work climate created at St Francis High School Assisi Pontianak is running effective , conducive , and running optimally.

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.

Increasing Teacher Professionalism through Principal Instructional Leadership (Study at Private Vocational School 2 Taman Siswa Pematang Siantar)

The purpose of this study is to examine how the principle of SMK 2 Taman Siswa Pematang Siantar has increased teacher professionalism through instructional leadership. This kind of research employs a qualitative methodology that includes the case study technique, observation, interviews, and documentation studies as methods of data collecting. The research's findings indicate that, when given the right guidelines and procedures, school principals can adopt leadership practices that enhance teachers' professionalism. This is evident in three ways: first, teachers participate in different training programs, workshops, and seminars to enhance their pedagogical skills. The second step involves carrying out teacher professional development via supervision (visits to classes) and performance evaluation (keeping an eye on how learning activities are being developed). In an effort to enhance the school, the principal fosters a cooperative, transparent, and amicable environment with the instructors. The implication of this research is that instructional leadership is important for school principals to practice because it contains elements of direction, involvement, development, supervision and improving the quality of teacher performance as professional educators.

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 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.

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.

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.

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

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.

To What Extent Does Distributed Leadership Support Principal Instructional Leadership? Evidence from TALIS 2013 Data

ABSTRACT In the literature, studies examined either distributed leadership’s (DL), or principal instructional leadership’s (PIL) effect on student learning. However, few studies examined the relationship between DL and PIL, and it is unknown to what extent DL supports PIL. We explored this gap by examining both principals’ and teachers’ perception data of the two constructs from the TALIS 2013. The SEM and Multilevel SEM revealed consistent findings that DL supports PIL, with an impressive school-level effect size (r 2 = 30.1%, 95%CI = [27.8%, 32.4%]) based on aggregated teachers’ perception data. We provided implications regarding the research approach, leadership practice, and educational policies.

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&amp;#39; 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&amp;rsquo; 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&amp;rsquo; 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&amp;rsquo; achievement.

School Health as the Mediator Variable: Determinants of the Principal Instructional Leadership Behavior

&lt;p style="text-align:justify"&gt;The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.&lt;/p&gt;

Correlation between Principal’s Instructional Leadership Practices and Teachers’ Organizational Commitment among High Performing Secondary Schools in Anambra State, Nigeria

Nigerian public secondary schools are still grappling with the challenge of poor professional teacher performance. While a growing body of research has identified several factors that explain this poor performance, it has not paid much attention to analyzing whether educational leadership is one of the causes and whether it can provide a solution to this challenge. The aim of this study is to investigate the relationship between the leadership behavior of the school principal and the organizational commitment of teachers in high performing secondary schools in the state of Anambra, Nigeria. The study adopted cross-sectional correlational survey design. The population of the study covered of 6,185 teachers in public secondary schools within the Six Education Zones from Anambra State. Stratified, purposive and simple random sampling techniques were adopted in selecting 448 teaching staff from Twenty Eight (28) public secondary schools within the zone. Using the Principal Instruction Management Rating Scale (PIMRS), the sub-dimensions measured the self-perception of school principals with regard to the frequency of leadership behavior in the classroom in daily management, then self-reports were compared with the reports of the teachers in the schools of the school heads. The data were analyzed by descriptive analysis, data transformation and linear regression. The relationship between educational leadership behavior and organizational commitment was analyzed using the Pearson product. The moment of correlation analysis and the extent to which instruction behavior predicts organizational engagement was examined using multiple linear regression analysis. The results demonstrate educational leadership as a positive and significant predictor of professional performance of teachers. These results suggest that improving educational leadership by providing adequate educational resources for teachers and effectively monitoring and supervising them would advance their proficient performance. Accordingly, the study recommends to the management of Nigeria public secondary schools and Anambra State in particular to stock sufficient teaching resources and to ensure that their principals play their instructional supervisory and monitoring roles effectively.

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.

The Influence of School Culture, Principal Instructional Leadership, and Work Motivation on the Performance of SDN Teachers in Banjarbaru Utara District

This study aims to analyze the influence of school culture on teacher performance; principal instructional leadership with teacher performance; work motivation with teacher performance; school culture with work motivation; principal instructional leadership with work motivation; school culture with teacher performance through work motivation; instructional leadership of school principals with teacher performance through work motivation. The research sample was 152 teachers in 17 public elementary schools from a population of 265 teachers. The data was collected using instruments that had been tested for validity and reliability. The research data were analyzed descriptively and path analysis. The findings show that school culture influences teacher performance. the principal's instructional leadership influences teacher performance; work motivation influences teacher performance; school culture influences work motivation; the instructional leadership of the principal influences works motivation; Work motivation is an intermediary for the influence of school culture on teacher performance and the influence of the principal's instructional leadership on teacher performance.

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

The extent to which the Principal Instructional Management Rating Scale (PIMRS) is sensitive and appropriate to be used in different cultural contexts remains underexplored in the literature. To address this research gap, this study attempts to validate a Malay language version of PIMRS by assessing convergent, discriminant, and criterion validity from a hierarchical perspective. Data were collected from 375 primary school teachers from 30 selected schools in Penang and Kedah, Malaysia. Data were analysed using partial least squares structural equation modelling approach with SmartPLS 3.2.9 software. Findings revealed that four items had to be excluded to ensure the construct validity of the third-, second-, and first-order constructs. Convergent validity and discriminant validity were established for all the second- and first-order constructs with the statistic estimates exceeding the respective threshold. Redundancy analysis confirmed the establishment of the convergent validity of instructional leadership as a formative third-order construct. Criterion validity was established with the significant and positive effect of instructional leadership on collective teacher efficacy (CTE) ( β = 0.578, t = 14.206). Local and international educational researchers could replicate the current validation approach in future psychometric PIMRS validation studies in a different research context.

Understanding the Relationship between School Leadership for Social Justice and Student Achievement

With the aim of understanding why the achievement gap persists for marginalized students, this mixed methods study examined the beliefs and practices of school leaders in both high-performing and low-performing Title I schools. Quantitative data were collected using the Principal Instructional Management Rating Scale (PIMRS), and qualitative data offered further explanation for the differences between school leaders’ beliefs and practices. Two significant differences were found using the PIMRS: Supervise and Evaluate Instruction and Protect Instructional Time. Qualitative findings suggested three key differences between the high-performing and low-performing schools. First, the school leaders at high-performing schools (SLHPs) focused on how to provide an equitable education, while the school leaders at low-performing schools (SLLPs) focused on why to provide an equitable education. Second, SLHPs worked with a clear vision for students to reach their highest academic potential, with subgoals acting in service of this ultimate goal. In contrast, SLLPs met each goal for its own sake instead of in service to the overarching goal of students reaching their highest academic potential. Third, SLHPs were seen by parents as being “like family” and were found to have a warm demander mindset, while the SLLPs were seen by parents as caring but had a pobrecitos mindset. Recommendations include training school leaders to develop a caring and rigor-focused style and to critically self-reflect to identify and avoid beliefs and practices that undermine progress (e.g., the pobrecitos mindset, the “Maslow trap”).

The Great Challenge of Malaysian School Leaders' Instructional Leadership: Can It Affect Teachers' Functional Competency across 21&lt;sup&gt;st&lt;/sup&gt; Century Education?

Competency is the basis for the combination of teachers' skills, knowledge, and behaviors that must strive to enhance their ability in the education world. Each component should be integrated holistically to support the teachers' effectiveness, administration, and school excellence. Therefore, this study focused on the relationship between school leaders' instructional leadership and teachers' functional competency. It also identified which factors in instructional leadership contributed to teachers' functional competency in Malaysia context. A total of 225 teachers from the high-performance school in the state of Kedah were selected as participants. Meanwhile, the instrument in this research was adapted from the Principal Instructional Management Rating Scale (PIMRS) to measure school leaders' instructional leadership. In contrast, the instrument for teachers' functional competency was adapted from the Integrated Assessment Module for Education Officers (PBPPP) and developed by the MOE Curriculum Development Division. The findings showed that there was a very strong and positive relationship between school leaders' instructional leadership and teachers' functional competency (r=.956, p=.00). At the same time, multiple regression analysis revealed that there were three components of the independent variable explaining the variance as 15.1% of teachers' functional competency (r2=.151, F (2, 214)=80.74, p<0.01). Admittedly, the School Learning Climate Promoting component had the most significant impact on teachers' functional competency, followed by Managing the Curriculum and Teaching and ending with the Defining School Mission. In conclusion, the role of instructional leadership has proven to enhance the teachers' functional competency through the current stream of education, teaching, and learning processes. Sustainable leaders can influence teachers towards improving school excellence together to face the 21st century educational challenges.