Teacher Professional Growth Research Articles

Makerspaces and the Characteristics of Effective Learning in the early years

The global growth of makerspaces, focusing on STEM (Science, Technology, Engineering, Mathematics) disciplines, supports participatory child-centred learning and fosters essential skills in areas such as creativity, critical thinking, and collaboration. We argue that establishing a makerspace pedagogy in schools fosters children’s engagement in digital/technological learning in a way that is in-keeping with the creative practices of the early years. This paper reports on findings from a research project that took place in one local authority in the north of England focusing on the educational implications of makerspace participation for young children and teachers. The project explored children and teacher engagement with a ‘MakerBox’ containing a story sack, language and maths activities and maker activities in 17 early years classrooms (Nursery and Reception). As a way of recording children’s learning we devised the Makerspace Learning Assessment Framework (MLAF) based on the Characteristics of Effective Learning (CoEL). This framework has been developed as a way of supporting teachers to assess children’s skills, knowledge and understanding when participating in makerspaces in a child-centred and holistic way. Through interviews with teachers, we explored their perception of the educational implications of makerspaces for children’s learning and their own professional development. Our findings indicate that engagement in makerspaces enhances children’s learning experiences as evidenced by the CoEL and positively impacts teachers’ STEM knowledge and practice. We conclude that makerspaces offer an holistic, child-centred approach to learning and skill development, aligning with early years creative practice and teacher professional growth.

LEADERSHIP PRACTICES OF SUBJECT GROUP HEADS (SGH) AS PERCEIVED BY SENIOR HIGH SCHOOL (SHS) TEACHERS: A QUANTITATIVE ACTION RESEARCH APPROACH

Enhancing the leadership of subject group heads lies in the recognition of the crucial role that effective leadership helps improve and promote positive outcomes for both teachers and students. This research was conducted to identify leadership practices of Subject Group Heads (SGH) along communication skills, decision-making abilities, support for professional development, and their overall effectiveness in managing the subject groups and evaluate how these insights can be used to provide recommendations for enhancing their leadership effectiveness towards the improvement of the Senior High School Programs in Gallanosa National High School (GNHS). This study used a quantitative action research approach, to promote collaboration between researchers and practitioners and ensure informative and actionable findings. A survey with a 5-point Likert scale questionnaire was done. Its reliability was confirmed with an excellent internal consistency of 0.90 using Cronbachs Alpha. The results demonstrated that the effectiveness of communication in schools facilitates effective leadership and promotes a positive learning environment.Also, decision-making skills are crucial in enhancing student achievement and addressing challenges. Supporting the professional development of Teachers fosters a culture of continuous learning and collaboration. However, it is notable that some areas of concern focus on conflict and challenge management, giving timely and constructive feedback, and fostering unity and collaboration. As a result, it is recommended to improve leadership practices by fostering effective communication, decision-making skills, supporting teacher professional growth, and managing subject groups effectively with unity and collaboration provide quality educational experience for students, teachers, and the community.

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.

“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic

AbstractThis study examines opportunities for teacher professional growth and innovation during the COVID-19 pandemic. Survey data, including responses to both closed and open-ended questions, were collected from 276 elementary-school teachers who taught online in two school districts in California. Quantitative and qualitative analyses document the extent to which teachers experienced opportunities for professional growth and innovation, how they described these opportunities, and what factors explained variability in teachers’ responses. Contrary to some extant research produced in the last few years, teachers overwhelmingly agreed that the transition to online instruction provided opportunities to be innovative and to learn to teach with new technologies. Specifically, they reported new approaches for connecting with students and their families as well as integrating technology into classroom practice beyond the period of remote learning. Consistent with prior theory related to teacher learning, factors that predicted perceived opportunities included their overall satisfaction with the support provided by their school/district, collaboration with colleagues, and their self-efficacy for using technology to teach specific concepts and curriculum. Findings suggest implications for how to leverage this period of professional growth beyond the pandemic.

Експериментальна перевірка організаційно – педагогічних умов розвитку професійної компетентності вчителів початкової школи

The Ministry of Education and Science of Ukraine has developed the Concept of implementation of state policy in the field of general secondary education reform "New Ukrainian School" for the period until 2029, new educational standards are being prepared and implemented. In this regard, there is a need for highly qualified personnel capable of creative work and professional development. This is what directed our research to the experimental verification of the organizational and pedagogical conditions for the development of the professional competence of primary school teachers in the system of methodical work and solving the issue of diagnosing the level of development of the professional competence of primary school teachers. The experimental verification involved several stages of scientific research: exploratory and theoretical, experimental, generalized, each of which was aimed at solving specific tasks.
 Based on the above, we clarified the concept of "organizational and pedagogical conditions": it is a complex of interconnected and mutually conditioned components that ensure the continuity of the teacher's professional growth. We considered organizational and pedagogical conditions as: macro conditions, meso conditions, micro conditions.
 In order to carry out constant observation, fixation and determination of the level of development of professional competence of primary school teachers in the system of methodical work, we have developed: a basic factor-criterion model for determining the effectiveness of methodical work in relation to the development of professional competence of primary school teachers, a factor-criterion submodel for determining the level of development of professional competence of primary school teachers in system of methodical work; factor-criterion submodel of determining the professional competence of primary school teachers in the system of methodical work. Experimental verification of the level of development of the professional competence of primary school teachers in the system of methodical work involved the identification of the level of its development: low (algorithmic), medium (partially searching); sufficient (creative), high (adaptive and innovative) and based on defined criteria: informational and technological, adaptive and active, communicative and pedagogical, analytical and reflective.

Transformative Influence of Continuing Professional Development (CPD) on Teaching Approaches: A Case Study of Secondary School Teachers in Makran Division, Balochistan, Pakistan

This study examines the impact and effectiveness of Continuing Professional Development (CPD) programs for secondary school teachers in Makran Division, Balochistan, Pakistan. The study employs a mixed-method approach, the study collected data from 38 head teachers and 220 secondary school teachers who participated in CPD programs. The research investigates the influence of CPD on teachers' knowledge, teaching methods, technology integration, professional growth, and reflection on teaching practices. Additionally, the study explores the effects of CPD programs on student performance. The findings indicate that participating in CPD programs positively affects teachers' knowledge and teaching approaches, particularly in terms of modern teaching methods and assessment techniques. However, the study highlights the need for improvement in addressing diverse learning needs, fostering a supportive and inclusive classroom environment, and enhancing the quality and engagement of facilitators. The results of hypothesis testing using regression analysis demonstrate a significant positive impact of CPD on student performance (β = 0.160, p < 0.05). The conclusions emphasize the overall benefits of CPD programs for teachers' professional development and underscore the importance of refining these programs to address specific needs, improve facilitator quality, promote active engagement, and align with local educational contexts. By implementing these recommendations, educational institutions and policymakers can effectively support teachers' growth and contribute to improved student performance.

The Role of Reflective Practice in Enhancing Teacher Preparation Programs

The study aims to examine the multifaceted integration and impact of reflective practice in teacher education. Employing a mixed-methods research approach, the study unveils that reflective activities, including journaling, structured feedback sessions, and coursework integration, are prevalent in teacher preparation programs, fostering self-awareness and professional growth among teacher candidates. Perceptions of the positive influence of reflective practice on teaching skills, notably in classroom management, instructional strategies, and student engagement, are strongly affirmed by respondents. While challenges such as time constraints and resistance persist, the study recommends standardized integration, professional development initiatives, and long-term impact assessments to maximize the transformative potential of reflective practice in shaping the educators of the future and elevating the quality of education it provides

AESTHETIC DIMENSIONS OF IVAN ZIAZIUN’S PEDAGOGICAL HERITAGE

The article examines various aspects of the philosophical, pedagogical, and ethical-aesthetic ideas of academician Ivan Andriyovych Ziaziun, which occupy a significant place in his multifaceted scientific heritage. According to I. Ziaziun, the philosophical categories of “goodness”, “beauty” and “freedom” always stand for Truth, which embodies the deep meaning of human worldview and comprehension of existence, the search for the human spirit, and the creation of humanistic ideals. The categories of aesthetics, aesthetic education, pedagogical skills, pedagogical action of a teacher, and spiritual development of an individual through the Beauty captured in art play an essential role in the professional growth of teachers.
 It is advisable to study the scientific heritage of the outstanding Ukrainian scientist and teacher I. Ziaziun, looking for ways to implement his ideas in modern pedagogical practice. As Ivan Andriyovych convincingly proves, aesthetic values of consciousness concentrate humanistic ideals, goals, motives, intentions, and moods that determine the position and behavior of a teacher, positively impact the humanistic orientation of an organization of pedagogical actions of lecturers and teachers, are the basis for the development and improvement of the subjective-emotional component of consciousness – the value knowledge of both those who teach and those who study. According to I. Ziaziun, the issues of aesthetics and ethics, pedagogical education, and aesthetic education should be significant components of the national cultural policy and national education of young people, as they are the basis for the spiritual development of an individual.

Development of Bilingual Education –A case study of a junior high school with a bilingual curriculum in Taipei City of Taiwan

<p>本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。</p> <p> </p><p>The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the “fertile” bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers’ instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.</p> <p> </p>

Comprehensive Test and Evaluation Path of College Teachers' Professional Development Based on a Cloud Education Big Data Platform

Teachers serve as carriers who shoulder the important task of improving the quality of education, and their professional level affects the quality of vocational and technical personnel training. At present, the professional growth of teachers in vocational colleges has attracted more and more attention from the society. This article studies the comprehensive test and evaluation path of college teachers' professional development based on cloud education big data platform. This article constructs a "supply-demand relationship" model between cloud education big data platform and college teachers' professional development, and expounds the comprehensive test and evaluation strategy of college teachers' professional development based on cloud education big data platform. This article constructs a comprehensive measure index system of influencing factors of college teachers' professional development, and weights the evaluation indexes based on AHM attribute hierarchy model. By optimizing the super-efficiency SBM model, it proposes a comprehensive evaluation method considering the temporal and spatial features of college teachers' professional development level, which is suitable for different professional teachers' professional development features. The experimental results verify the effectiveness of the evaluation index system and evaluation model.

Unpacking the Role of Instructional Leadership in Teacher Professional Development

This qualitative study aimed to unpack the role of instructional leadership in teacher professional development. Ten teachers and three coordinators from PAU Excellencia Global Academy Foundation, Inc. participated in the study. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed three main themes. First, instructional leadership practices were found to be critical in promoting teacher learning and development. The participants emphasized the importance of leaders modeling effective teaching practices, providing feedback, and facilitating collaboration and learning opportunities. Second, the study showed that the quality of teacher-administrator relationships was essential in promoting teacher professional growth. The participants highlighted the significance of trust, open communication, and mutual respect in building positive relationships. Lastly, the study revealed that teacher professional development is a continuous and ongoing process that requires sustained support from school leaders. The participants emphasized the need for ongoing professional development opportunities, such as workshops, mentoring, and coaching. These findings have important implications for educational leaders and policy-makers in promoting effective teacher professional development. School leaders should prioritize instructional leadership practices that model effective teaching practices and facilitate collaborative learning opportunities. They should also foster positive teacher-administrator relationships and provide ongoing professional development opportunities to support teachers in their professional growth. By doing so, they can promote a culture of continuous learning and development in their schools, ultimately leading to improved student learning outcomes.

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

Teacher professional development (PD) is a continuous process through which teachers try to improve their pedagogical skills. Educational initiatives (a form of expert mentoring) represent one type of teacher PD practices. This study investigated the role of educational initiatives in improving language teacher professional growth from supervisors’ perspectives. The study focused on engaging a group of high school English-as-a-foreign-language (EFL) teachers in Egypt in a set of educational initiative activities with their mentors, and then asking the mentors to evaluate the teachers' PD objectives, pedagogical practice gains, and attitudes. Ten supervisors who acted as mentors and 30 English language teachers took part in the study. Using a quantitative observation sheet, the study measured the mentors' perceptions of the trainee teachers' target objectives from educational initiatives, their rating of the teachers' pedagogical performance after engaging them with these initiatives, and their evaluation of the teachers' attitudes towards their professional development. The study found differences in the mentors' perceived ratings of the teachers' professional interests, growth, and attitudes. Discrepancies were also noted within the observed aspects in the same dimension. The author discusses these results and provides some practical recommendations and suggestions for future research.

Pedagogical Conditions as Important Conditions for Overcoming the Failure of Adolescent Student

Significant changes taking place in the socio-economic life of the republic are reflected in the activities of the school, which is also forced and must change in order to meet the growing demands of society, the state and parents to improve the quality of education. Undoubtedly, the school understands what difficult, but feasible tasks it has to implement, and makes every effort to develop new curricula, programs, methods that contribute to the improvement of the educational process. Proceeding from this, in the research work, the author cited pedagogical conditions for overcoming the underachievement of adolescent schoolchildren, as well as the professional growth of teachers. With the right creation of pedagogical conditions for each student, it is possible to reduce the failure of adolescent students to a minimum. Adolescents will have an interest in learning, as well as a desire to overcome academic failure. For the optimal interaction of the subjects of the educational process, it is proposed to comply with five pedagogical conditions, the main leitmotif of which is to increase the social and cognitive self-esteem of adolescents and provide motivation to study subjects of the natural and mathematical cycle.

Examining teachers' learning through a project-based learning lesson study: a case study in China

PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

Characterizing teachers' collective learning through lesson study as document development: a case study in China

PurposeThis study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.

A Study on the Development of Elementary School Teacher Professional Growth Scale

<p>教師專業是提升教育品質的關鍵，也是教育成功的基礎，然而目前國內的專業成長量表多是著重在教師自己認知目前專業成長的程度，並非強調是參加專業發展活動或研習後的專業成長程度，因此量表可能有侷限性，不符合使用。所以，本研究目的在以實踐取向為依歸，編制一套適合衡量教師在參加專業發展活動後的專業成長量表。本研究透過探索性因素分析、驗證性因素分析、聚斂效度、區別效度以及測量恆等性等步驟，編製教師專業成長的量表，量表內涵在文獻探討時一共包含專業知能（以教學工作為主軸）、專業倫理與態度（包含教師理念、反思等）、專業實踐（強調學習是否能實際應用在教學上，並且以關注學生學習為焦點），三個構面。經過14位學者專家的修訂，以及314樣本進行量表預試分析與因素結構探索，建構出四個構面分別為專業倫理、專業實踐、專業知能以及專業反思。而後以656名正式樣本進行量表之驗證性因素分析、聚斂效度、區別效度以及年資測量恆等性等各項考驗。研究結果顯示，本量表建構的二階四因素模式具有良好的契合度，且本量表模式更具有跨樣本的穩定性，同時適用不同年資群組的分析。整體而言，本研究量表具有實務應用之參考價值。</p> <p> </p><p>It is the key element to improve the quality of education as well as the foundation of educational success by improving teachers’ teaching profession. However, the current scales used for professional growth are mostly focused on teachers’ personal perception of their professional growth level, rather than the profession degree after participating in the professional development activities or studies. Therefore, the scale may be limited and unsuitable for use in that case. Thence, the purpose of this research is to develop a set of Professional Growth Scales which is suitable for measuring the degree of teachers’ professional growth after participating in professional development activities based on practice orientation. Via the steps of exploratory factor analysis, confirmatory factor analysis, convergent validity, discriminant validity, and measurement invariance, this research has developed a scale for teachers’ authentic participation in professional learning communities. There are three dimensions considered and discussed in the literature review to be the connotation of this scale. They are professional knowledge and ability which focus on teaching tasks, professional ethics and attitude including teachers’ teaching philosophy and reflection, and professional practice with emphasizing on practical teaching skills to assist students’ learning needs. After revision by 14 scholars and experts with 314 samples for pre-test analysis of the scale and exploration of factor structure, four dimensions were constructed. They are professional ethics, professional practice, professional knowledge and professional reflection. Then, 656 formal samples were employed to test the scales’ confirmatory factor analysis, convergent validity, discriminant validity and the identity of seniority measurement. The research results show that the second-order with four-factor model which constructed by this scale made a positive model fit, and it is applicable to analysis the different seniority groups. Overall, this research scale makes valuable reference for practical application.</p> <p> </p>

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

Some Applications of Graph Theory in Middle School Mathematics Teaching

In-service teachers need continuous learning and training, but their education and teaching tasks are very heavy. Can teachers not be separated from the classroom and work to learn, to improve the efficiency of both work and learning, so as to achieve a "win-win" situation? The concept of learning organization and knowledge management emphasizes the integration of work and learning, which provides the possibility for this kind of learning. For teachers, if they want to combine work and learning, action research is a good intermediary. Studying in work, learning in studying, thus teachers can achieve professional development. Organizational learning is the most fundamental feature of a learning organization. So it is suggested to apply cooperative action research among teachers. Practice is the carrier of action research and the source of the generation and development of teachers' personal education knowledge. It is suggested to change the formula for teacher growth: experience + reflection + peer mutual assistance = growth. Or it can be said as: teacher's professional growth = practice + action research + organizational learning. Cooperative research based on practice is an ideal model for in-service teacher training based on teachers' personal education knowledge from the perspective of knowledge management. School-based research is one of the important forms of this training model.

K- 12 Teachers’ Needs and Challenges in Times of Pandemic: A Basis for Instructional Materials Development

Teachers in the Philippines have closed shifted to online learning, have more needs in teaching, and face several obstacles as a result of the COVID-19 epidemic. The goal of this descriptive correlational research is to identify teachers’ needs and challenges during this pandemic. According to the findings, a teacher’s priority needs during a pandemic were books as teaching and learning resources to integrate content into my instruction; video gadgets for learners to practice; and audio-learning instructional materials. In times of pandemic, the most difficult challenges for K-12 teachers were improving learning outcomes, adhering to COVID-19 safety protocols, and inspiring learners to be more self-directed. Finally, there was a strong link between teachers’ needs and challenges during pandemics. This demonstrates that when the needs were high, so were the challenges. It is suggested that DepEd officials and school principals prepare for future emergencies by developing clear emergency plans and fitting online mechanisms and training into current face-to-face classes and teacher professional growth. Keywords: K-12 teachers’, needs, challenges, and pandemic

Instructional Leadership Practices and Students’ Academic Performance in Morogoro Municipality, Tanzania

The purpose of this study was to examine instructional leadership practices of heads of schools which enhance students’ academic performance. This study used a case study research design whereby a sample size of 90 respondents that include 80 ordinary teachers, 7 heads of schools, 1 WEO, 1 MSEO, and 1 SQAO from zone office were selected. Data were collected through questionnaires, interviews and documentary reviews. Quantitative data was analyzed by using SPSS version 25 to establish frequencies and percentages then presented by frequency tables. The qualitative data were analyzed thematically to add explanatory information to the quantitative findings. Findings of the study revealed that majority of heads of schools often develop school goals which promote high standards and expectations for all students, provide data on school progress to school community, plan and budget teaching and learning resources basing on school priority and students’ needs, set meetings for staffs’ discussions on their professional learning and practices. The study recommended that, heads of schools as instructional leaders should effectively and collaboratively define and communicate school goals, monitoring teaching and learning process, ensure adequate teaching and learning resources along with promoting teachers professional growth in order to enhance academic performance of their students.