Relevant bibliographies by topics / Instructional leadership

Academic literature on the topic 'Instructional leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Instructional leadership"

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Bjork, Lars G. "Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role." Journal of School Leadership 3, no. 3 (May 1993): 246–59. http://dx.doi.org/10.1177/105268469300300303.

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The national commission reports, which launched the most intensive and sustained effort to improve schools in America's history, confirmed the importance of instructional leadership. Although the role of the principal was initially emphasized, research studies on instructionally effective schools indicate that superintendents use their “bureaucratic” positions in the formal organization to improve instruction. They enact their instructional leadership roles through a broad array of activities including staff selection, principal supervision, establishing clear instructional goals, monitoring instruction, and financial planning for instruction to improve instruction. The concept of instructional leadership has moved beyond a simple description of the principal's role to understanding it as a multi-level, multidimensional, and highly interactive activity that may require a more consultative leadership style.
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Wang, Victor X., and Judith Parker. "Educational Leadership and Ralph Tyler." International Journal of Adult Vocational Education and Technology 2, no. 3 (July 2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.

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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism, there is much to learn from it.
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Stosich, Elizabeth Leisy. "Central Office Leadership for Instructional Improvement: Developing Collaborative Leadership Among Principals and Instructional Leadership Team Members." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–42. http://dx.doi.org/10.1177/016146812012200908.

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Background This study addresses the nexus of two significant yet under-researched areas of instructional leadership: the role of central office administrators in developing principals as instructional leaders and the potential for the instructional leadership team (ILT) to serve as a structure for supporting administrators and teachers in working collaboratively to improve instruction and student learning in their schools. Purpose Specifically, this study examines the efforts of principal supervisors—central office administrators responsible for supporting and evaluating principals—who aimed to develop instructional leadership broadly in high-poverty high schools by leading professional learning opportunities for principals and members of their ILTs. Participants Participants included principals and ILT members (e.g., assistant principals, teachers) in three high-poverty high schools in the same urban district and the three principal supervisors responsible for supporting them. Research Design Drawing on 36 interviews and approximately 80 hours of observation of ILT meetings and professional learning opportunities, the present study uses in-depth case studies of three focus schools to identify the specific practices principal supervisors use to influence the work of principals and ILTs. Findings The findings suggest that principal supervisors contributed to ILTs’ increased focus on instruction and encouraged principals to share leadership with teachers. Principals and ILT members viewed the support of principal supervisors as most helpful when they engaged in explicit teaching about the purpose and practices of ILTs, approached their work with principals and ILTs as joint work, and shared specific models that could be integrated into ILT meetings. Conclusions The practices used by principal supervisors represented a significant shift in the role of central office administrators toward a focus on teaching as opposed to a more traditional focus on supervision.
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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
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Claudet, Joseph. "Leadership for Instructional Improvement." Advances in Social Sciences Research Journal 8, no. 4 (April 29, 2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.

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Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.
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Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (April 10, 2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.

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Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional development, and leading and managing instruction. Importantly, the study illuminates a hybrid structure of instructional leadership in which both hierarchical and heterarchical elements exist. Originality/value The current study expands the global knowledge base on instructional leadership by providing indigenous knowledge of how instructional leadership is enacted in Singapore schools. Simultaneously, this study suggests an agenda for future research on instructional leadership.
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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (May 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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Urick, Angela. "Examining US principal perception of multiple leadership styles used to practice shared instructional leadership." Journal of Educational Administration 54, no. 2 (April 11, 2016): 152–72. http://dx.doi.org/10.1108/jea-07-2014-0088.

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Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.
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Poudel, Ranisha, and Ramila Subedi. "Exploring Head Teacher Leadership as Instructional Resource for Staff: Stories from a School of South Asia." European Journal of Educational Technology 5, no. 1 (December 30, 2022): 16–29. http://dx.doi.org/10.46303/ejetech.2022.2.

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At present, head teachers’ role as an instructional resource for the staff has been given a great emphasis to be carried out worldwide. However, a number of false practices of head teachers are often narrated by the school staffs which have hindered the creation of a motivating working environment. Hence, this paper aims at exploring what experiences the head teacher and teacher have assembled in the course of head teacher leadership practices as an instructional resource for the staff. The paper is based on narrative inquiry where a head teacher and the teacher from the same school were selected purposively as research participants for in-depth interview. From prolonged engagement with the participants, this study explored that head teacher leadership practice which was expected to act as an instructional resource for the staff was found counter-practiced though they narrated their awareness about the discourse. These pitfalls were narrated so considering the head teacher leadership’s major engagement in administrative tasks rather than in instruction pedagogy, instruction practice and CAS evaluation and implementation as inculcated by the three indicators of Step II of Effective Instructional Leadership. Moreover, failure of the head teacher to monitor and supervise the team’s performance was also recounted. Hence, the study implies the practices of head teacher leadership as an instructional resource for the staff as inevitable to help school prosper and strive towards excellence in teaching and learning setting.
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Bush, Tony. "Understanding instructional leadership." Educational Management Administration & Leadership 43, no. 4 (July 2015): 487–89. http://dx.doi.org/10.1177/1741143215577035.

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Dissertations / Theses on the topic "Instructional leadership"

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Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an instructional leader. The purpose of this qualitative study was to explore how high school principals have developed into instructional leaders, the obstacles they encountered during this process and their perceptions of the types of external support they received in instructional leadership. The participants in the study included six high school principals from four different school districts. The principals had all been on the job for at least one year. Interview and document data were collected and analyzed for common themes. The findings of the study suggested that when principals receive external support in instructional leadership, there are indications that they begin to develop in this area. District support, mentoring and coaching, team support and reading with purpose were important in the development of the principals. The findings also suggested two obstacles, time and people, for principals as they lead their schools in instruction. Finally, the study’s findings indicated the principals who receive support had positive views of that support. Based on the results of the study, recommendations were made for providing a strong system of support for high school principals in the area of instructional leadership.

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Brabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.

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Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional leadership growth and development. Data collection occurred through interviews, observations during principal-led JEPD sessions, and document review after which information was coded, and themes were identified resulting in thick, rich descriptions of the experiences of principals. The findings of this study suggested that participants' growth in leadership development was unfocused and unmeasured. The study supports positive social change by providing professional development to promote and measure instructional leadership development of principals as they implement a system of JEPD for the teachers of their respective schools. Principals, teachers, and ultimately students will benefit from focused leadership development.
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Nixon, Lori, and William Flora. "K12 Educational Leadership Training: Behind the Times with Instructional Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3035.

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Gill, Linda J. "Understanding New Principals' Transition to Instructional Leadership." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752460.

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Understanding New Principals’ Transition to Instructional Leadership The purpose of this study was to understand the instructional leadership role development of new principals. The overarching research question that guided this study was: How do new principals transition into an instructional leadership role? Using a basic qualitative approach, 12 new principals participated in the study. Data collection included a series of three interviews with each principal. Additionally, they were observed enacting an instructional leadership activity.

Novice principals have a repertoire of strategies they use in an effort to improve instruction. They draw on their experiences to inform their instructional leadership initiatives, relying on familiar approaches with which they have experienced success. A lack of preparation for some aspects of the role is a source of role conflict for new principals.

Multiple school stakeholders – students, staff, parents, and district administrators - influence principals’ conceptualizations of their expected role and require principals to negotiate competing demands. Stakeholders’ conceptualizations of the principal’s role complicate instructional improvement efforts. District messages to focus on important instructional matters conflict with school-level messages to focus on urgent non-instructional matters. Principals find themselves juggling the multiple priorities of the role.

Analysis of these findings suggests that principals require increased support to enact the role effectively. Professional development to address skill gaps promotes instructional practices. Additionally, an area for continued research is the exploration of how effective principals reframe schools so that instructional improvement is both important and urgent.

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Mercer, Nancy Anne. "Instructional Leadership for a School-Based Innovation." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30135.

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This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student behavior and the leadership of the principal during the implementation process. The anticipated outcome was that the researcher would discover that the principal followed steps outlined in professional research, however, what was learned were that some principals do not adhere to those guidelines. In this study, the principal researched, implemented, and oversaw the implementation, and she strategized a short-term plan for teacher training and support. Outside complexities, such as the simultaneous implementation of the Responsive Classroom® program and looping, influenced the implementation of the innovation as well as the principalâ s leadership of the program. Another influential factor affecting the principalâ s leadership was the lack of long-term planning for ongoing training and support of the initiative. Leading an innovation as unique as single-gender education is a multi-faceted process. Assessment of a principalâ s leadership of an innovation has multiple layers of complexity as well. These stem from the principalâ s rationale for the innovation and the methods used to initiate, implement, and sustain it. When leading an innovation, leaders rarely follow a prescribed path as outside factors arise that either enhance or derail the innovation. The leader must have the ability to analyze these factors and make essential alterations while maintaining integrity to the innovation. The leader must also have the ability to analyze individual participant needs during the implementation process and provide re-direction when the innovation deviates from its desired outcome.
Ed. D.
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Hejres, Sabah Khalifa. "Investigating the effectiveness of leadership styles on instructional leadership and teacher outcomes." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17160.

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There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.
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Lee, Kyle A. "THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/12.

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In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process. This study examined how collective instructional leadership is currently influencing teacher efficacy in high performing central Kentucky elementary schools. Data were collected through individual principal interviews and focus-group interviews to gain perspectives about how collective instructional leadership is currently influencing teacher efficacy, individuals involved in collective instructional leadership, and actions leaders engage in to promote individual and collective teacher efficacy. The findings of this study identified themes to support a hypothesis around how collective instructional leadership is influencing teacher efficacy. Through the finding of this study a working model of collective instructional leadership was developed. Findings indicate the four working dimensions within the collective instructional leadership model will help raise both individual and collective teacher efficacy within schools.
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Kidd, Robert E. Laymon Ronald L. "Perceptions of instructional leadership tasks of building principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713219.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), John T. Goeldi, Patricia H. Klass, Mary Ann Lynn, Richard M. Peters. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.
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Mafuwane, Barber Mbangwa. "The contribution of instructional leadership to learner performance." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24016.

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This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of learners. The poor performance of learners in the matriculation examinations is the central focus of this study, growing out of the discussions and arguments which have dominated the media, social and political groupings, government, as well as the business sector. All these groupings and institutions are perturbed about the decline of learner performance in the matriculation examinations and seek possible solutions to this problem. I was therefore intrigued by the above concerns, which motivated me to engage in this study. This study set out to investigate the variables related to instructional leadership and the contribution of these variables to learner performance. The study was guided by the following research question: What are the variables related to instructional leadership practices of secondary school principals and what is their effect on the pass rate in the matriculation examinations? In order to respond to the above question, the following subsidiary questions were examined: a. How can instructional leadership possibly contribute to the improvement of learner performance? b. How do heads of department (HODs) and deputy principals perceive the role of their principals regarding instructional leadership? c. How are principals prepared with regard to their role as instructional leaders? This study followed an explanatory, mixed method research approach, utilising two sets of questionnaires (one for principals and another for HODs and deputy principals), semi-structured interviews, and focus group interviews. Seventy eight principals completed questionnaires regarding the performance of their learners. One hundred and thirty-seven deputy principals and HODs completed questionnaires regarding their principals‟ roles in instructional leadership and contribution to learner performance. The interviewing process took place in two stages / phases. During the first phase, a group of sixty principals was exposed to the four variables which underpin this study, namely: a. The principals’ role in promoting frequent and appropriate school-wide teacher development activities; b. Defining and communicating shared vision and goals; c. Monitoring and providing feedback on the teaching and learning process; and d. Managing the curriculum and instruction. In fifteen groups of four, the respondents brainstormed the strength of each variable and prioritised or arranged them in order of their importance and contribution to learner achievement. The outcome of this first phase of the interview process and the findings from the analysis of the questionnaires informed the formulation of questions for the face-to-face interviews with five principals who were randomly selected from the seventy eight principals who participated in the completion of the questionnaires for the quantitative part of this study. The key insights and contributions drawn from this study make it unique in the sense that it:
  • has an impact on the preparation of principals for their role as instructional leaders;
  • informs the support that principals need with regard to their practice as instructional leaders;
  • assists principals to identify appropriate variables to help align their own visions for their schools with the national, provincial and regional visions for the improvement of learner achievement;
  • adds value to the existing body of knowledge on instructional leadership and the central role that it plays in improving the achievement levels of learners in the National Senior Certificate; and
  • clarifies the fact that "leadership" is not a semantic substitute for "management and administration", but rather an independent construct which is capable of interacting with the latter in the practice of education.

Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
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Books on the topic "Instructional leadership"

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George, Davidson, ed. Leadership in instructional technology. Upper Saddle River, N.J: Merrill, 1998.

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Townsend, Tony, ed. Instructional Leadership and Leadership for Learning in Schools. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3.

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Hallinger, Philip, and Wen-Chung Wang. Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15533-3.

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Weber, James Robert. Instructional leadership: A composite working model. Eugene, OR: ERIC/CEM, 1987.

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Quantum learning & instructional leadership in practice. Thousand Oaks, CA: Corwin Press, 2007.

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Rossow, Lawrence F. The principalship: Dimensions in instructional leadership. Englewood Cliffs, N.J: Prentice-Hall, 1990.

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1941-, McEwan Elaine K., ed. 7 steps to effective instructional leadership. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2003.

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1929-, Krey Robert D., and Krey Robert D. 1929-, eds. Supervision: A guide to instructional leadership. 2nd ed. Springfield, Ill: C.C. Thomas Publisher, 2005.

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K, Hoy Wayne, ed. Instructional leadership: A learning-centered guide. 2nd ed. Boston: Pearson/A and B, 2006.

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1948-, Warner Linda Sue, ed. The principalship: Dimensions in instructional leadership. 2nd ed. Durham, N.C: Carolina Academic Press, 2000.

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Book chapters on the topic "Instructional leadership"

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Ng, F. S. David. "Instructional Leadership." In Springer Texts in Education, 7–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_2.

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Jones, Leslie, and Eugene Kennedy. "Instructional Leadership." In Effective Technology Tools for School Leadership, 112–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003269472-5.

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Ng Foo Seong, David. "Instructional Leadership." In Instructional Leadership and Leadership for Learning in Schools, 15–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_2.

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Hallinger, Philip. "Developing Instructional Leadership." In Developing Successful Leadership, 61–76. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9106-2_5.

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Hallinger, Philip. "Principal Instructional Leadership." In The Wiley Handbook of Teaching and Learning, 505–28. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch21.

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Adams, Donnie, Kenny Cheah Soon Lee, Bambang Sumintono, Alma Harris, and Michelle Jones. "Principals' instructional leadership practices." In School Leadership in Malaysia, 80–92. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-6.

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Sackney, Larry, and Brenda Mergel. "Contemporary Learning Theories, Instructional Design and Leadership." In Intelligent Leadership, 67–98. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6022-9_5.

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Hallinger, Philip. "The Evolution of Instructional Leadership." In Assessing Instructional Leadership with the Principal Instructional Management Rating Scale, 1–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15533-3_1.

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Hung, Daisy Kee Mui, and Premavathy Ponnusamy. "Instructional Leadership and Schools Effectiveness." In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 401–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_48.

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Kelly, Anthony. "Distributed, instructional and virtual leadership." In Dynamic Management and Leadership in Education, 251–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003217220-26.

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Conference papers on the topic "Instructional leadership"

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Fatonah, Totoh, and Abubakar. "Instructional Leadership:." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.028.

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Stegeager, Nikolaj, and Anja Thomassen. "DEVELOPING TEACHING THROUGH INSTRUCTIONAL LEADERSHIP." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0761.

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Woo, David. "Measuring Instructional Leadership Capacity: Reliability and Construct Validity of the Measures of Instructional Leadership Expertise." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588160.

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Brandon, Jim. "Activating Overall Instructional Leadership: Creating District Conditions for Informed Instructional Support." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690689.

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Pashmforoosh, Roya. "Developing School Leaders' Instructional Leadership Through Reflection." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691843.

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Sudrajat, Ajat, and Abubakar. "Instructional Leadership and Capacity Building for Teaching Quality." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.089.

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Petrovic, Danijela S., and Selena Vracar. "UNDERSTANDING AND DEFINING INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPALS’ PERSPECTIVE." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact028.

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Nelson, Michael. "Instructional Leadership for Building Capacity in Middle Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441853.

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Shaked, Haim. "Perceptual Inhibitors of Instructional Leadership in Israeli Principals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1566908.

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Liu, Yan. "Teacher Leadership, Professional Learning Community, and Instructional Practices." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893910.

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Reports on the topic "Instructional leadership"

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Siamoo, Peter. Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.984.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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