Showing papers on "Instructional leadership published in 2023"
TL;DR: In this article , the authors examined the effect of combinations of different levels of principals' regular instructional leadership and digital instructional leadership on teachers' intention to leave the profession, and found that there was an association between differences in teachers' intentions of leaving the profession and mixtures of regular and digital leaders.
Abstract: Research on the effect of COVID-19 and its aftermath on education is gaining momentum. Nevertheless, this expanding contemporary literature only scarcely addresses principals’ digital instructional leadership and has not investigated how principals’ regular instructional leadership aligns with it. Moreover, the emerging writing on the aftermath of COVID-19 notes the phenomenon of teacher shortages in schools as a result of a growing tendency of teachers to leave the profession, but the possible connection with various forms of principals’ instructional leadership remains unexplored. The purpose of this study was to examine the effect of combinations of different levels of principals’ regular instructional leadership and digital instructional leadership on teachers’ intention to leave. Cluster analysis of data of 267 school teachers in Israel was conducted. The results indicate an association between differences in teachers’ intention to leave the profession and mixtures of regular and digital instructional leadership. The results and their implications are discussed.
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TL;DR: In this article , the authors used a quantitative descriptive approach with correlational techniques to describe and analyze the direct and indirect influence of principal instructional leadership on teacher work productivity through teacher creativity and achievement motivation.
Abstract: Teacher work productivity is the performance of teachers in providing the best service to students and having an attitude to always improve and improve the learning process. Some factors that affect teacher work productivity are the principal's instructional leadership, creativity and teacher achievement motivation. This study aims to describe and analyze the direct and indirect influence of principal instructional leadership on teacher work productivity through teacher creativity and achievement motivation. This study used a quantitative descriptive approach with correlational techniques. The population of this study was 168 teachers in 55 ECCE institutions. The sample of this study was 118 people. The number of samples is taken using the Slovin formula and proportional random sampling. Data collection was carried out using instruments consisting of principal instructional leadership (19 items), creativity (22 items), achievement motivation (19 items) and teacher work productivity (19 items) which had been tested for validity and reliability using product moment correlation. Data analysis of this study using Path Analysis. The results showed the influence of the principal's instructional leadership on teacher work productivity through creativity and achievement motivation.
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TL;DR: Starr as discussed by the authors discusses how district leaders should rethink their roles to ensure that they are focused on the work that only they can do, and some tasks will be better suited to leaders at the school level, and sometimes expertise is available outside schools.
Abstract: Expertise about how best to address the challenges schools face does not reside solely in the central office. Columnist Joshua P. Starr discusses how district leaders should rethink their roles to ensure that they are focused on the work that only they can do. Some tasks will be better suited to leaders at the school level, and sometimes expertise is available outside schools.
TL;DR: This paper used meta-leadership to identify the leadership practices of school principals that are effective in navigating a school crisis and found that high emotional intelligence, collaboration, care of others, and attention to the unique context of the school community are extremely important aspects of school leadership during a crisis.
Abstract: Through this study, we address the challenges that U.S. principals faced in the recent COVID crisis and analyse their leadership responses. Our purpose for this study was to identify the leadership practices of school principals that are effective in navigating a school crisis. We used the three dimensions identified in the National Preparedness Leadership Initiative (NPLI) to explore meta-leadership as a framework for identifying school leadership practices under circumstances of extreme pressure and stress. Using transcripts from a broader national qualitative study of U.S. public school principals in 19 different states, we used a purposeful sampling technique to identify 18 of these transcripts for analysis. From our data analysis, we organise our findings into three primary themes based on the NPLI framework: attributes of the principal, perceptions and actions of the principal, and the principal's connections to stakeholders. Within each of these primary themes, we developed sub-themes to highlight the leadership practices of school principals across the U.S. as they navigated the initial months of the COVID-19 pandemic. We found that high emotional intelligence, collaboration, care of others, and attention to the unique context of the school community are extremely important aspects of school leadership during a crisis. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
06 Apr 2023
TL;DR: In this paper , the authors explored how instructional leaders act to promote social justice and eliminate school inequities and found that instructional leaders incorporated a social justice perspective into the three key dimensions of instructional leadership to address three main areas of inequity in the school: outcomes, belongingness, and discipline.
Abstract: Instructional leadership is a school leadership approach with a strong focus on the development of teaching and learning. This study explores how instructional leaders act to promote social justice and eliminate school inequities. The participants in this qualitative study were 24 Israeli elementary school principals. Data collection was based on semi-structured interviews, and data analysis was theory-driven. The findings revealed that instructional leaders incorporated a social justice perspective into the three key dimensions of instructional leadership—defining the school mission, managing the instructional program, and developing a positive school learning climate—to address three main areas of inequity in the school: outcomes, belongingness, and discipline. This study suggests that as an instructional leader, the principal has to take specific actions supported by particular intentions to ensure fairness and equity.
TL;DR: This article investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership and found that half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented.
Abstract: While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.
TL;DR: In this article , the authors focused on the mediating effect of teacher professional communities and instructional climate on the relationship between school leadership and teacher instructional practices and found significant moderating role of instructional climate in the effect of school leadership on teacher professional community and instructional practices.
Abstract: PurposeThis study tested a moderated mediation model of school leadership effects on teacher instructional practices. Specifically, the authors focused on the mediating effect of teacher professional communities and the moderating effect of instructional climate on the relationship between school leadership and teacher instructional practices.Design/methodology/approachThe authors collected data from 958 teachers working in 72 middle and high schools in Türkiye and employed multilevel structural equation modelling (MSEM) with Bayesian estimation to predict structural links between the study variables.FindingsResults affirmed a full mediation model where school leadership practices exerted indirect effects on teacher instructional practices through promoting teacher professional communities. The authors also found significant moderating role of instructional climate in the effect of school leadership on teacher professional communities and instructional practices.Originality/valueThis study illuminates the contextualized nature of school leadership by concluding that the effect of school leadership on teacher professional communities and instructional practices is closely tied to the extent to which a high-quality instructional climate is established in schools.
TL;DR: In this article , a study aimed to determine the students' and teachers' perceptions toward school governance; to know the significant influence of instructional leadership towards the effectiveness of school management system and governance; and to identify if there is a significant relationship between students and teachers's perceptions towards various areas of school managements and governance.
Abstract: The role of school management and governance is increasingly acknowledged as important for providing effective services at all education levels. It is important to acknowledge since it is considered as the strong foundation of quality education. With this the researchers of this study aimed to determine the students’ and teachers’ perceptions toward school governance; to know the significant influence of instructional leadership towards the effectiveness of school management system and governance; and to identify if there is a significant relationship between students’ and teachers’ perceptions towards various areas of school management system and governance. Using the sequential explanatory mixed-methods design strategy in which both descriptive quantitative and qualitative research design, and cluster random sampling method, 341 students and 243 teachers as respondents were selected from 15 elementary schools from San Miguel North District, Schools Division of Bulacan, Philippines. After the analysis using both descriptive and inferential statistics, the results shows that school community perceived that the school heads provide leadership in the improvement of the instructional program as “always” in terms of instructional leadership, clear mission, parent and community involvement, teacher involvement, safe and orderly environment, frequent monitoring, positive school climate, opportunities for learning, and budget allocation. Accordingly, the results revealed that instructional leadership has highly significant relationship to school management system and governance and students’ teachers’ perceptions toward school management system and governance indicated that highly significant to significant difference were acquired in areas of instructional leadership and parent and community involvement. Therefore, school community perceived almost the same perspectives in accordance with leadership behavior and effective parent and community participation. To sum up, results implied that students and teachers were strongly agreed that instructional leadership influenced almost all the areas of school management system and governance in obtaining school’s effectiveness. Also, the respondents’ answers suggested that school community has almost similar perceptions when it comes to principal’s instructional leadership and involvement of parent and community with the school administrators.
TL;DR: In this article , the authors identify teacher and school-level latent profiles of teachers' instructional practices and investigate how distributed leadership predicts teachers' membership in different instructional practice profiles, with the mediating role of teacher collaboration.
Abstract: Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.
TL;DR: In this article , the authors investigate the perceptions of school management teams on the influence of instructional leadership on accounting learner performance in secondary school. But the main objective of their study is to investigate the perception of school managers on the impact of instructional leaders on learners' performance.
Abstract: The main objective of this chapter is to investigate the perceptions of School Management Teams on the influence of instructional leadership on accounting learner performance in secondary school. A sequential explanatory mixed-method design was applied to attain this objective. Instructional leadership is the educational process of managing the curriculum and teaching and learning instructions which are deemed to influence learner performance in schools significantly. This chapter followed the pragmatism paradigm which helps to present a representation of how an explanatory sequential design can be used to explain the perceptions of school management teams in influencing instructional leadership on accounting learner performance in secondary schools. Data were obtained from 61 accounting secondary schools in the North-West Province. A total of 180 school management teams were involved in the quantitative phase of the study, while 25 interviews were conducted among selected school management teams for the qualitative phase of the study. In the quantitative phase, the study found that instructional leadership practices and conditions influence learner performance. In the qualitative approach, the study established the different ways instructional leadership influences learners’ performance. Overall, the study concluded that variations in instructional leadership practices explain the observed differences in accounting learner performance across secondary schools.
22 Feb 2023
TL;DR: In this article , the authors used descriptive statistics, simple regression, and multiple regression using SPSS version 20.1 to investigate the influence of school culture on teacher performance, principal instructional leadership, and work motivation on teacher's performance in Sampanahan District, Kotabaru Regency with 116 teachers.
Abstract: 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 & 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.
TL;DR: This article found that more frequent principal instructional support led to lower teacher satisfaction and shared leadership was associated with increased levels of teacher satisfaction, while a climate of shared leadership led to higher teacher satisfaction.
Abstract: The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are associated with teacher satisfaction. Findings suggest that more frequent principal instructional support led to lower teacher satisfaction. Meanwhile, shared leadership was associated with increased levels of teacher satisfaction.
TL;DR: In this paper , the authors explore the direct or indirect impacts of principal instructional leadership and school support on teacher expertise and explore the mediating effect of teachers' professional development agency, finding that teachers will have a strong sense of agency to sustain the teaching profession when principals establish a supportive school climate that emphasizes teaching and learning in their leadership practice and enables teachers to build positive relationships with colleagues and students.
Abstract: The focus on developing teacher expertise makes teaching and learning more sustainable, as it is a way of working to create improvement in education. The objective of this study was to explore the direct or indirect impacts of principal instructional leadership and school support on teacher expertise and explore the mediating effect of teachers’ professional development agency. A survey of 1123 teachers was conducted at 21 primary schools and 20 secondary schools in Hebei and Shanxi provinces of northern China. Structural equation modeling and bootstrapping were performed to test the relationships between variables. Results showed that teachers’ professional development agency mediated the effects of principal instructional leadership and school support on teacher expertise. School support was a better predictor of teacher expertise than principal instructional leadership. Providing instructional conditions and leadership support were non-significantly related to teacher expertise. Colleague support and student support were the better predictors of teacher expertise than providing instructional guidance and monitoring. The findings indicate that the growth of teacher expertise depends on building their professional development agency. Teachers will have a strong sense of agency to sustain the teaching profession when principals establish a supportive school climate that emphasizes teaching and learning in their leadership practice and enables teachers to build positive relationships with colleagues and students. The study confirms the supportive factors that impact teacher expertise and provides useful implications for the daily practice of teachers, principals, and administrators.
27 Jan 2023
TL;DR: In this paper , the authors examined the personal and professional profile of the school heads and their instructional leadership in the implementation of blended learning as assessed by the teachers and school heads themselves, and found that the teachers' sense of efficacy is consistently high across all the dimensions, which is indicative that they have a positive judgment of their performance to bring about desired outcomes of student engagement and learning.
Abstract: This study investigated the relationship between school heads’ instructional leadership and teachers’ sense of efficacy in blended teaching modality. The study examined the personal and professional profile of the school heads and their instructional leadership in the implementation of blended learning as assessed by the teachers and school heads themselves. The researcher utilized the quantitative research design in this study, specifically the descriptive-correlational method. The respondents of this study are composed of 40 public elementary school heads and 411 teachers of the four districts in Alabel Sarangani Philippines for the School Year 2021-2022. Based on the findings, the school heads’ instructional leadership is very high, which shows that they are competent and great influencers in ensuring students’ learning outcomes, supervising, evaluating teachers, and building connections. Furthermore, the teachers’ sense of efficacy is consistently high across all the dimensions, which is indicative that they have a positive judgment of their performance to bring about desired outcomes of student engagement and learning. Test of relationship reveals a significant positive correlation between plantilla position and the overall instructional leadership. Higher instructional leadership was recommended to produce higher teachers’ sense of efficacy. The school heads and teachers in the Division of Sarangani must sustain their high instructional leadership and sense of efficacy, respectively. This may be done through the Schools Division of Sarangani, providing awards and incentives.
TL;DR: The British Council is committed to promoting and developing instructional leadership and is offering programmes to develop it in several African countries, including Tanzania as mentioned in this paper , which focus on developing and improving instructional leadership in schools.
Abstract: Instructional leadership is widely recognized as important for school improvement and a significant tool for creating an effective teaching and learning environment. The British Council is committed to promoting and developing instructional leadership and is offering programmes to develop it in several African countries, including Tanzania. These programmes focus on developing and improving instructional leadership in schools. The programme is provided by British Council facilitators to school leaders and is delivered over a period of six to nine months, including time for a school-based project. Previous research shows that leadership in many sub-Saharan African countries, including Tanzania, is primarily administrative and that instructional leadership is often neglected. Data were collected with 20 participants of the British Council programme, all primary school leaders, chosen through volunteer and purposive sampling. The findings show many reported gains from participation, notably greater understanding of key concepts such as vision and missions distributed leadership, and instructional leadership processes, notably classroom observation.
TL;DR: The authors found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms, and that teachers and school principals generate a "collaborative spirit" to improve education.
TL;DR: In this article , the authors reveal the contribution of the principal's leadership and school climate to the performance of Padang City Public Middle School teachers, and propose three hypotheses: principal leadership, school climate, and teacher performance.
Abstract: Based on the pre-survey in the field, it was illustrated that the performance of Padang City Public Middle School teachers was not optimal. This is thought to have something to do with the leadership of the school principal who is not yet good and the school climate is not conducive. Therefore it is necessary to do research to test the truth. This study aims to reveal the contribution of the principal's leadership and school climate to the performance of Padang City Public Middle School teachers. The hypotheses put forward in this study are: (1) principal leadership contributes to teacher performance, (2) school climate contributes to teacher performance, (3) principal leadership and school climate jointly contribute to teacher performance. The population in this study were all 1,099 public junior high school teachers in the city of Padang. The research sample was 220 people who were taken by the Cluster Random Sampling technique. The research instrument used is the rating scale and the Likert Scale model questionnaire which has been tested for its validity and reliability. The research data were analyzed using correlation and regression techniques.The r esults of the data analysis show that: (1) principal leadership contributes to teacher performance by 24.4%, (2) school climate contributes to teacher performance by 36.9%, (3) principal leadership and school climate together contribute to teacher performance by 51.6 %. The achievement level of the teacher performance score is 85.53% in the good category, and for school principal leadership is 87.65% in the good category while for the school climate 86.83 of the ideal score is in the conducive category. The findings above imply that the principal's leadership and school climate are two factors that can improve teacher performance, apart from other factors.
TL;DR: In this article , the authors examined the relationship between principal's instructional leadership, differentiated instruction, community of practice, and student wellbeing and found that instructional leadership has a positive relationship with differentiated instruction.
Abstract: This study aimed to examine the relationship between the principal's instructional leadership, differentiated instruction, community of practice, and student wellbeing. This study uses multiple regression analysis with the consistent PLS. The results showed that instructional leadership has a positive relationship with differentiated instruction and a community of practice. Differentiated instruction and community of practice have a positive relationship with student wellbeing.
04 Mar 2023
TL;DR: In this paper , the authors investigated the effectiveness of instructional school leadership in public secondary schools in Buea, Ivory Coast and found a significant relationship between teacher's perceptions of principals' instructional leadership towards defining school mission (r-cal=3.444, p<0.05).
Abstract: 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.
TL;DR: In this paper , a qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts.
Abstract: This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network.
TL;DR: In this article , the authors explored the instructional leadership role of primary school principals in Sri Lanka and found that the traditional role of principals as school leaders has been changed to instructional leaders and that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals.
Abstract: This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.
TL;DR: In this article , a grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership.
Abstract: The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school’s leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.
TL;DR: In this article , the influence of principals' instructional leadership practices on students' academic performance in public secondary schools in Nyeri and Nyandarua counties was studied using data collected from 192 principals, 330 Heads of Department, and 352 teachers in 192 schools.
Abstract: The study focused on the influence of principals` instructional leadership practices on students` academic performance in public secondary schools in Nyeri and Nyandarua counties. The concern was the low and widely varied academic performance yet the principals` instructional leadership practices were not clear. The study adopted ex-post facto research design and systems theory to study instructional leadership as a determinant of learning outcomes. The sample size comprised 192 principals, 330 Heads of Department, and 352 teachers in 192 schools. The main data collection tools were the principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data were collected. Qualitative data were analysed using thematic analysis, while quantitative data was analysed using both descriptive and inferential statistics. Due to the non-normality and ordinal nature of data, inferential statistics were done by use of the Kruskal-Wallis H-test as the non-parametric alternative to the one-way analysis of variance F-test. The study findings were that all five dimensions of instructional leadership were positively and significantly related to students’ academic achievement. Strategic provision of instructional materials and promoting teacher capacity building and motivation were the two dimensions with the largest effect sizes since they explained 9.6% and 9.1% of the observed variation in academic performance, respectively. When all five dimensions of instructional leadership were considered together, the overall instructional leadership explained 16.7% of the observed variation in academic performance, implying that for principals to impact significantly on academic achievement in their schools, they must focus and prioritise all the dimensions of instructional leadership. As a major recommendation for the study, though principals have an arduous task of general school management, they need to prioritise instructional leadership to enhance academic performance in their schools. Proper capacity building and stakeholders support to the principals in this endeavour would be a move in the right direction.
27 Feb 2023
TL;DR: The role of instructional leadership is still significant and applicable in school improvement in the 21st century concerning stabilizing the nation's educational quality as mentioned in this paper , and recent research and conversation to explore instructional leadership practices to improve school culture and climate change.
Abstract: Numerous initiatives have been arranged to advance the educational quality in every country to be reliable and applicable to globalization. By accomplishing these objectives, educational principals as school heads are a notable individual in leading change. To activate educational change usage, educational principals require to implement instructional leadership that can positively affect the advancement of the quality teaching learning process and conducive learning environment, which is the backbone of school excellence. Perceiving this requirement, policymakers profoundly focus on the requirement for instructional leadership practices among educational leaders to understand the effective plan of their particular nation's education. The function of instructional leadership is still significant and applicable in school improvement in the 21st century concerning stabilizing the nation's educational quality. The school principal can work as instructional leaders who organize the learning environment for student improvement. In that respect, recent research and conversation to explore instructional leadership practices to improve school culture and climate change are essential for school excellence.