Artykuły w czasopismach na temat „Instructional leadership”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Instructional leadership.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Instructional leadership”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Bjork, Lars G. "Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role". Journal of School Leadership 3, nr 3 (maj 1993): 246–59. http://dx.doi.org/10.1177/105268469300300303.
Pełny tekst źródłaStreszczenie:
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.
2
Wang, Victor X., i Judith Parker. "Educational Leadership and Ralph Tyler". International Journal of Adult Vocational Education and Technology 2, nr 3 (lipiec 2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.
Pełny tekst źródłaStreszczenie:
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.
3
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, nr 9 (wrzesień 2020): 1–42. http://dx.doi.org/10.1177/016146812012200908.
Pełny tekst źródłaStreszczenie:
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.
4
Lochmiller, Chad R., i Kathleen M. W. Cunningham. "Leading learning in content areas". International Journal of Educational Management 33, nr 6 (9.09.2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.
Pełny tekst źródłaStreszczenie:
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.
5
Claudet, Joseph. "Leadership for Instructional Improvement". Advances in Social Sciences Research Journal 8, nr 4 (29.04.2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.
Pełny tekst źródłaStreszczenie:
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.
6
Nguyen, Dong Thanh, David Ng i Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy". Journal of Educational Administration 55, nr 2 (10.04.2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.
Pełny tekst źródłaStreszczenie:
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.
7
Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom". Journal of School Leadership 2, nr 3 (maj 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.
Pełny tekst źródłaStreszczenie:
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.
8
Urick, Angela. "Examining US principal perception of multiple leadership styles used to practice shared instructional leadership". Journal of Educational Administration 54, nr 2 (11.04.2016): 152–72. http://dx.doi.org/10.1108/jea-07-2014-0088.
Pełny tekst źródłaStreszczenie:
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.
9
Poudel, Ranisha, i Ramila Subedi. "Exploring Head Teacher Leadership as Instructional Resource for Staff: Stories from a School of South Asia". European Journal of Educational Technology 5, nr 1 (30.12.2022): 16–29. http://dx.doi.org/10.46303/ejetech.2022.2.
Pełny tekst źródłaStreszczenie:
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.
10
Bush, Tony. "Understanding instructional leadership". Educational Management Administration & Leadership 43, nr 4 (lipiec 2015): 487–89. http://dx.doi.org/10.1177/1741143215577035.
Pełny tekst źródła
11
Blase, Joseph, i Jo Blase. "Effective instructional leadership". Journal of Educational Administration 38, nr 2 (maj 2000): 130–41. http://dx.doi.org/10.1108/09578230010320082.
Pełny tekst źródła
12
Reitzug, Ulrich C., Deborah L. West i Roma Angel. "Conceptualizing Instructional Leadership". Education and Urban Society 40, nr 6 (21.05.2008): 694–714. http://dx.doi.org/10.1177/0013124508319583.
Pełny tekst źródła
13
Marsh, David D. "Enhancing Instructional Leadership". Education and Urban Society 24, nr 3 (maj 1992): 386–409. http://dx.doi.org/10.1177/0013124592024003006.
Pełny tekst źródła
14
Baxter, Marcia. "Instructional Leadership Rap". NASSP Bulletin 73, nr 518 (wrzesień 1989): 111. http://dx.doi.org/10.1177/019263658907351821.
Pełny tekst źródła
15
Gettings, Ryan, i Barbara N. Martin. "An Examination of the Instructional Liaison between the Principal and Instructional Coach through the Distributed Leadership Perspective". Journal of Education and Culture Studies 6, nr 2 (15.04.2022): p18. http://dx.doi.org/10.22158/jecs.v6n2p18.
Pełny tekst źródłaStreszczenie:
This multiple case study investigation explored the instructional relationship between the principal and instructional coach through the conceptual framework of distributed leadership. By studying this through the distributive leadership perspective, educators will better understand the relational and implementation aspects considered to fully leverage the role of the instructional coach and continue towards the improvement of classroom instruction. The findings of this study illustrated the possibility of insight into the leadership capacity of the secondary instructional coach and the principal that added to both practice and scholarship.
16
Cann, Colette, i Janette Hernandez. "Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership". Journal of Transformative Leadership & Policy Studies 2, nr 1 (1.05.2010): 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.
Pełny tekst źródłaStreszczenie:
This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.
17
Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya". European Scientific Journal, ESJ 14, nr 19 (31.07.2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
Pełny tekst źródłaStreszczenie:
Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
18
Printy, Susan M., Helen M. Marks i Alex J. Bowers. "Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence". Journal of School Leadership 19, nr 5 (wrzesień 2009): 504–32. http://dx.doi.org/10.1177/105268460901900501.
Pełny tekst źródłaStreszczenie:
Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with attention paid to the influence and conditions that activate interdependent relationships and enhance shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers’ work differently do not automatically result in the kinds of interactions associated with quality teaching and learning.
19
Pan, Hui-Ling Wendy, Fong-Yee Nyeu i June S. Chen. "Principal instructional leadership in Taiwan: lessons from two decades of research". Journal of Educational Administration 53, nr 4 (6.07.2015): 492–511. http://dx.doi.org/10.1108/jea-01-2014-0006.
Pełny tekst źródłaStreszczenie:
Purpose – The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies in the past two decades. Design/methodology/approach – This paper adopts an exploratory approach to review the Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were systematically analyzed and common themes were identified. Findings – This paper finds that a hybrid model of the conceptualization of instructional leadership has been developed in Taiwan. Principals performed more indirect than direct leadership behaviors. A gap exists between the ideal instructional leader and the reality. Research limitations/implications – The development of a formal theory of instructional leadership is expected as various substantive theories are developed and more data are accumulated. To yield the desired outcome of knowledge acceleration, the coordination of research efforts across scholars and institutions is a must. Practical implications – The articles reviewed suggest less effort spent by principals on the teachers. Yet with a national promotion of teacher learning community, as well as cooperative and collaborative learning in recent years, principal instructional leadership behaviors are expected to rise in terms of ensuring instruction quality and professional development. Originality/value – This paper is an attempt to accumulate knowledge about principal instructional leadership in Taiwan. It is a contribution to the exploration of indigenous perspectives and practices and the understanding and building of educational leadership in Asia.
20
Stiggins, Rick, i Dan Duke. "Effective Instructional Leadership Requires Assessment Leadership". Phi Delta Kappan 90, nr 4 (grudzień 2008): 285–91. http://dx.doi.org/10.1177/003172170809000410.
Pełny tekst źródła
21
Isa Medina Machmudi Isa, Nitce, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab i Bity Salwana Alias. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy". International Journal of Engineering & Technology 7, nr 3.30 (24.08.2018): 449. http://dx.doi.org/10.14419/ijet.v7i3.30.18349.
Pełny tekst źródłaStreszczenie:
Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.
22
Kovač, Vesna, i Monika Pažur. "Activities and characteristics of instructional school leadership from the perspective of elementary school principals". Školski vjesnik 70, nr 2 (2021): 31–56. http://dx.doi.org/10.38003/sv.70.2.2.
Pełny tekst źródłaStreszczenie:
This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.
23
Lingam, Govinda, Narsamma Lingam i Sunil Singh. "Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji". Australian Journal of Teacher Education 46, nr 6 (czerwiec 2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n6.2.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision and evaluation of instruction were the lowest-rated items. The lack of professional preparation for an instructional leadership role and the dual role of the rural principal as school leader and teacher, which appears to compromise both roles, may together explain the scant attention paid to the instructional leadership role. These findings have implications for principals’ workload and in turn instructional leadership practices, which the Fiji Ministry of Education could re-visit to avoid compromising either the leadership or teaching role.
24
Akram, Muhammad, Muhammad Irfan Malik i Saira Taj. "Effect of Instructional Leadership on School Performance". Global Social Sciences Review VII, nr IV (30.12.2022): 10–22. http://dx.doi.org/10.31703/gssr.2022(vii-iv).02.
Pełny tekst źródłaStreszczenie:
The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.
25
Malinga, Cynthia B., Loyiso C. Jita i Abiodun A. Bada. "Instructional Leadership Capacity of Secondary School Science Heads of Department in Gauteng, South Africa". International Journal of Learning, Teaching and Educational Research 20, nr 12 (30.12.2021): 267–93. http://dx.doi.org/10.26803/ijlter.20.12.16.
Pełny tekst źródłaStreszczenie:
Natural sciences (NS) is an amalgam of five science disciplines, but the teachers of this subject are usually generalists, or have specialised in a maximum of two of the disciplines. This poses a major challenge to heads of department (HoDs), who are expected to lead instruction in these disciplines. We investigate science HoDs’ capacity to provide instructional leadership in South African secondary schools. The study was quantitative in nature and adopted the survey design. The investigation involved 77 secondary schools out of the 243 schools in the Gauteng province of South Africa. A data set from 142 participants (HoDs = 30; teachers = 112) was used to explore the capacity of science HoDs to provide instructional leadership in secondary schools, using questionnaires. The findings suggest that the capacity of science HoDs to lead instruction is limited by their inability to differentiate between curriculum management and instructional leadership and the relatively insufficient time allocated to provide instructional leadership. Unless schools and local district offices review the grouping of subjects in science departments and in the allocation of natural science teachers and HoDs, much stronger subject-based instructional leadership may potentially continue to remain a mirage. We recommend more focused subject-specific training in natural sciences for both teachers and HoDs, and that leadership should be distributed along science disciplines.
26
Jun, Li, Xiao. "Principals’ Instructional Leadership: Fostering Teacher Professional Development". SIJ Transactions on Industrial, Financial & Business Management 02, nr 03 (9.06.2014): 17–23. http://dx.doi.org/10.9756/sijifbm/v2i3/0204550401.
Pełny tekst źródła
27
Hallinger, Philip, Allan Walker, Dao Thi Hong Nguyen, Thang Truong i Thi Thinh Nguyen. "Perspectives on principal instructional leadership in Vietnam: a preliminary model". Journal of Educational Administration 55, nr 2 (10.04.2017): 222–39. http://dx.doi.org/10.1108/jea-11-2015-0106.
Pełny tekst źródłaStreszczenie:
Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.
28
Min, Sookweon, Marsha E. Modeste, Jason Salisbury i Peter T. Goff. "Heeding the CALL (Comprehensive Assessment of Leadership for Learning)". Journal of Educational Administration 54, nr 2 (11.04.2016): 135–51. http://dx.doi.org/10.1108/jea-07-2014-0075.
Pełny tekst źródłaStreszczenie:
Purpose – The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach – This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis. Findings – The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school’s instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school’s collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals. Originality/value – This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools’ contextual factors are related to the level of instructional collaboration among professionals.
29
Halverson, Richard, Jeffrey Grigg, Reid Prichett i Chris Thomas. "The New Instructional Leadership". Journal of School Leadership 25, nr 3 (maj 2015): 447–81. http://dx.doi.org/10.1177/105268461502500305.
Pełny tekst źródła
30
Davidson, George, i Matthew M. Maurer. "Leadership in instructional technology". TechTrends 40, nr 3 (kwiecień 1995): 23–26. http://dx.doi.org/10.1007/bf02763999.
Pełny tekst źródła
31
Wimpelberg, Robert K. "Instructional Leadership and Ignorance". Education and Urban Society 20, nr 3 (maj 1988): 302–10. http://dx.doi.org/10.1177/0013124588020003007.
Pełny tekst źródła
32
Keefe, James W. "Curricular and Instructional Leadership". NASSP Bulletin 71, nr 498 (kwiecień 1987): 1. http://dx.doi.org/10.1177/019263658707149802.
Pełny tekst źródła
33
Hassan, Roslizam, Jamilah Ahmad i Yusof Boon. "Instructional Leadership in Malaysia". International Journal of Engineering & Technology 7, nr 3.30 (24.08.2018): 424. http://dx.doi.org/10.14419/ijet.v7i3.30.18346.
Pełny tekst źródłaStreszczenie:
Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.
34
Shaked, Haim, i Chen Schechter. "Holistic School Leadership". NASSP Bulletin 100, nr 4 (grudzień 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.
Pełny tekst źródłaStreszczenie:
As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.
35
Bellibas, Mehmet Sukru, i Yan Liu. "Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions". Journal of Educational Administration 55, nr 1 (6.02.2017): 49–69. http://dx.doi.org/10.1108/jea-12-2015-0116.
Pełny tekst źródłaStreszczenie:
Purpose The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics. Design/methodology/approach The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data. Findings The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions. Practical implications Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement. Originality/value This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.
36
Coban, Omur. "Instructional leadership and its relationship with some variables". New Trends and Issues Proceedings on Humanities and Social Sciences 6, nr 7 (31.12.2019): 25–32. http://dx.doi.org/10.18844/prosoc.v6i7.4508.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to investigate the instructional leadership and its relationship with some variables such as gender, educational status, career and working year in the same school in Turkey. The study conducted with 614 teachers at 45 schools all over Turkey in the 2017–2018 academic year. Data were collected via instructional leadership scale which was applied to teachers and it had two dimensions: trust and focus on instruction. The findings showed that teachers’ perception of trust about school administrators had a significant relationship according to their gender. In other words, male teachers thought school administrators more trustful than female teachers. Another result indicated that perceptions of teachers on instructional leadership had no significant relationship according to teachers’ educational status and their career years. However, teachers’ perceptions of school administrators’ focusing on teaching had a statistically significant relationship to teachers’ working years in the same school.
Keywords: Instructional leadership, age, gender, career year, working years in the same school.
37
Francisco, Lady Bee. "School Heads as Instructional Leaders in Support of Teachers’ Holistic Development". American Journal of Interdisciplinary Research and Innovation 1, nr 2 (23.08.2022): 14–27. http://dx.doi.org/10.54536/ajiri.v1i2.498.
Pełny tekst źródłaStreszczenie:
Instructional leadership is a school management paradigm in which a principal collaborates with teachers to support and advise in developing effective instructional strategies. This study was conducted to determine the school heads’ as instructional leaders in support of teachers’ holistic development in public elementary schools in the division of Nueva Ecija. A total of 316 teachers served as respondents in the study. The investigation utilized the descriptive correlational research methods and Slovin’s formula with stratified random sampling. The data was collected through a questionnaire that included the teachers’ demographic profile, school heads’ domains of instructional leadership, school heads’ leadership performance, and teachers’ holistic development—the researcher utilized Pearson Product Moment Correlation and Spearman’s rho as statistical treatment. The school head communicates with teachers and staff to ensure that everyone strives toward the same objective, assigns responsibility for curriculum organization across grade levels, and meets with instructors one-on-one to evaluate students’ school performance. Furthermore, the school principal ensures that public announcements do not interfere with teaching time, recognizes excellent performance through faculty meetings, keeps instructors informed about professional development, and recognizes students who thrive academically. The respondents strongly agree that their school head gives instructions and clarifies processes, facilitates communication, and permits teachers to evaluate their work. Regarding school heads’ domains of instructional leadership and school heads’ leadership styles, performance was positively correlated, the same with the result obtained between school heads’ domains of instructional leadership and teachers’ holistic development. Furthermore, a positive correlation was also found between school heads’ leadership styles performance and teachers’ holistic development. Generally, this study confirmed that school heads as instructional leaders would support the teachers’ personal and professional growth.
38
Wolfe, Zora, Kim-Kathie Knudsen i Abbie Mahaffey. "Distribution of Instructional Leadership Roles within a School Organization". Excelsior: Leadership in Teaching and Learning 15, nr 1 (2023): 21–30. http://dx.doi.org/10.14305/jn.19440413.2023.15.1.02.
Pełny tekst źródłaStreszczenie:
Educational leaders are tasked with many managerial responsibilities as well as instructional leadership roles. However, effective instructional leadership is a critical factor in improving student achievement. The purpose of this study was to explore how instructional leadership is distributed within a school organization, specifically examining the perceptions of district, building, and teacher leaders in relation to their roles in instructional leadership and the barriers to effective instructional leadership. Qualitative interviews were conducted with district office leaders, building leaders, and instructional coaches, and their responses to the questions were reviewed, categorized, and coded using Crewell’s Data Analysis Spiral (2011). Data from this study showed: 1) the definition and expectations of instructional leadership vary across different roles, and 2) challenges in the fulfillment of instructional leadership roles indicate systematic issues that could be addressed through changes in resource (staff and time) allocation. These findings suggest practical recommendations for districts to more efficiently and effectively provide instructional leadership, beginning with explicit conversations to determine a common understanding of instructional leadership, and examining how to build capacity in all staff to fulfill the responsibilities within a school, so instructional leadership can be prioritized by building leaders.
39
Boswell-Lewis, Karla. "Impact of Training on Virtual Instructional Leadership in Jamaica During the Covid-19 Pandemic". Texila International Journal of Academic Research 9, nr 4 (29.10.2022): 116–27. http://dx.doi.org/10.21522/tijar.2014.09.04.art011.
Pełny tekst źródłaStreszczenie:
Globally, instructional leadership is critical to the educational reform agenda of schools. The purpose of this study was to ascertain educators’ perceived effectiveness of virtual instructional leadership training on school leadership in Jamaica during the Covid-19 pandemic. It also sought to examine if there are statistically significant differences in the scores of the composite dependent (instructional resource provider; maintain visible presence; professional development; maximize instructional time; monitoring students’ progress; feedback on teaching learning; curriculum implementation) based on school level, capacity in which educators work and gender. The instrument used to collect data for this study was adopted by the researcher. The instrument was converted into a Google Form to make it easier for distribution and data collection. The authors reported that the instrument achieved reliability of Cronbach Alpha amongst the tenets ranging from 0.87-0.80. Overall, the instruments’ reliability statistic is. 95. The data was analyzed using weighted means and MANOVA. The results revealed that the educators rated four dimensions of the instructional leadership scale High, maintaining visible presence; professional development; feedback on teaching learning, and curriculum implementation. In addition, instructional resource provider; maximize instructional time, and monitoring students’ progress were rated moderate. Another finding of this study is that there is no statistically significant difference in the scores of the composite dependent variables based on school level, capacity served, and gender. Another implication of the finding of this research is that principals must ensure that instructional time is maximized by managing and planning for instruction, assessment, and other teacher-student activities while developing strong relationships with teachers and students by rewarding them for achieving targets. Keywords: Covid 19 Pandemic, Curriculum implementation, Feedback on teaching and learning, Instructional resource provider, Maintain visible presence, Maximize instructional time, Monitoring students’ progress, Professional development, Virtual instructional leadership.
40
Arrieta, Gilbert S. "Curriculum Evaluation: Inputs for Principal’s Instructional Leadership". International Journal of Social Learning (IJSL) 1, nr 2 (20.04.2021): 146–61. http://dx.doi.org/10.47134/ijsl.v1i2.45.
Pełny tekst źródłaStreszczenie:
One of the most important components in education is the curriculum. It undergoes evaluation and development to be responsive to the needs of the times. It adapts to the kind of teachers and learners because teaching and learning are dynamic. The main drivers of the curriculum are the education leaders primarily the principals who are the instructional leaders. The main task of the principal is instructional leadership which means overseeing the teaching and learning process starting with the curriculum. However, the administrative tasks of the principals deprive them of becoming effective instructional leaders. This study aims to present the experiences of the researcher in curriculum evaluation under different principals in a private sectarian school in Manila and seeks to identify how principals can take a strong leadership presence in the challenges in instruction and curriculum evaluation. A critical reflection which is an extension of “critical thinking” and asks us to think about our practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions was used as the method in this study. The researcher looks back into his experiences and identifies the key points in curriculum evaluation vis-à-vis the tasks of instructional leadership. It found out that curriculum evaluation, primarily an integral part of instructional leadership. The principals have to do curriculum evaluation as a collaborative task and process. Moreover, curriculum evaluation with instructional leadership should be giving importance to professional development and mentoring of academic heads and teachers.
41
Quisquino, Dr John Marco F. "Master Teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal". International Journal for Research in Applied Science and Engineering Technology 10, nr 12 (31.12.2022): 891–99. http://dx.doi.org/10.22214/ijraset.2022.47974.
Pełny tekst źródłaStreszczenie:
Abstract: The study aimed to determine the instructional leadership skills and competencies of Master teachers and its effect on professional growth of teachers in the Division of Rizal during the school year 2019-2020 base reference for policy enhancement. The study found out that in general, the master teachers are highly competent as regard to instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision. Also, in general, the teachers had a great extent on their professional growth in gaining new knowledge and information as regard to teaching techniques and methodologies that they could apply it in the teaching arena. There is a significant relationship between the level of instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision, and the extent of professional growth of teachers, since the computed p-value is less than 0.05 thus the null hypothesis is rejected. The findings show that the instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision are significantly correlated with the professional growth of teachers. It can be concluded that the instructional skills and competencies of master teachers are highly competent in terms of instruction, research, coaching and mentoring, and observation and supervision. Teachers have a great extent on their professional growth in accessing to and are participating in a variety of learning opportunities that addresses their needs and preferences. Further, master teacher’s instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision were significantly related to the professional growth of teachers
42
Klar, Hans W. "Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership". International Journal of Leadership in Education 15, nr 2 (czerwiec 2012): 175–97. http://dx.doi.org/10.1080/13603124.2011.577910.
Pełny tekst źródła
43
Hashim, Ayesha K. "Coaching and Districtwide Improvement: Exploring the Systemic Leadership Practices of Instructional Coaches". Teachers College Record: The Voice of Scholarship in Education 122, nr 10 (październik 2020): 1–44. http://dx.doi.org/10.1177/016146812012201005.
Pełny tekst źródłaStreszczenie:
Background Many school districts are relying on instructional coaches to improve teaching and learning under the Common Core State Standards (CCSS). Yet we know very little about how coaches exercise systemic leadership to support districtwide improvements in instruction. Purpose In this study, I broadly define systemic leadership as efforts to coordinate multiple reform goals with school improvement strategies and classroom instruction, and to build institutional knowledge and collaborative structures for scaling up instructional change. I used social-network theory and the concept of brokering to study the systemic leadership practices of Digital Learning Coaches (DLCs) in the Peterson Unified School District (PUSD, a pseudonym), a midsized urban district that distributed iPads and laptops to schools in the 2014–15 school year for CCSS instruction. Research Design I used an explanatory sequential research design to examine how DLCs engaged educators at all organizational levels of PUSD to support systemic change. I collected social-network data to map communication networks in the district and how DLCs brokered information in these networks. I then conducted a multiple case study of three DLCs in six elementary schools to characterize the quality of systemic leadership exercised by DLCs through their brokering exchanges and the organizational factors informing their leadership. Findings I find that DLCs brokered information in a siloed, top-down manner from the central office into schools, guiding teachers on how to integrate technology with instruction but failing to coordinate this support with other CCSS resources popular among school leaders and teachers. Consequently, DLCs struggled to build coherence around the use of technology with school goals for improvement, provide instructional support to a broad footprint of teachers, and discover and share novel uses of technology developed by teachers. The organizational context of the central office and its schools informed DLC brokering, with top-down hierarchies, organizational silos, principal leadership, and the experience, goals, and training of DLCs influencing how these coaches engaged educators. Conclusions My findings suggest that district leaders should provide explicit guidance, resources, and more time for instructional coaches to demonstrate leadership in support of systemic change. I also show that instructional coaching is dependent on the organizational context of schools, suggesting that there will be local variation in the leadership outcomes that coaches achieve in practice and that district leaders should account for pertinent factors such as principal leadership, school structures for teacher collaboration, and school-reform readiness when developing coaching programs.
44
Amzat, Ismail Hussein, Prima Gusti Yanti i Suswandari Suswandari. "Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia". SAGE Open 12, nr 3 (lipiec 2022): 215824402211095. http://dx.doi.org/10.1177/21582440221109585.
Pełny tekst źródłaStreszczenie:
This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata (west, north, east, and south) to gain 430 participants to answer a survey that covered instructional and distributed leadership and teacher professional development. Instrument developed by Alma was used distributed leadership, Hallinger for instructional leadership and The Teaching and Learning International Survey (TALIS) developed by OCD was used for teacher professional development. Data were analyzed using Structural Equation Model (SEM) through SmartPLS statistical software. The findings of PLS-SEM revealed the direct effect of both instructional and distributed leadership on teacher professional development. The findings also reported the direct effect of instructional leadership on distributed leadership. The findings provide empirical support for implementing instructional and distributed leadership practices in Jakarta schools, as they lead to teacher professional development. It also advocates for leadership training in these practices for school principals. Keyword: school leadership, instructional leadership, distributed leadership, Jakarta, Indonesia, SmartPLS.
45
Kwan, Paula. "Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes". Educational Administration Quarterly 56, nr 2 (17.07.2019): 321–49. http://dx.doi.org/10.1177/0013161x19861137.
Pełny tekst źródłaStreszczenie:
Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an “either/or” orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design: A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant’s demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants’ personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings: With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications: The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed.
46
Nurabadi, Ahmad, Fendy Suhariadi, Antun Mardiyanta, Teguh Triwiyanto i Maulana Amirul Adha. "Digital principal instructional leadership in new normal era". International Journal of Evaluation and Research in Education (IJERE) 11, nr 3 (1.09.2022): 1090. http://dx.doi.org/10.11591/ijere.v11i3.22483.
Pełny tekst źródłaStreszczenie:
The needs for new knowledge and skill are driven by several factors and two most general are indefinite nature of SARS-CoV-2 and the need for alternative ways for students’ instruction during pandemic era. The two factors require principal to take their role differently. This study aimed to describe model of digital principal instructional leadership in new normal era. This was a quantitative study by using structural relation model, involved 290 teachers as sample of this study. Data were analyzed by using structural equation model (SEM) of AMOS 24.0. The study findings provided solid evidence that model of digital principal instructional leadership in new normal era is supported by field data. They also showed that respondents identify three crucial factors influencing the success of digital principal instructional leadership in new era. They are supporting online learning, proactive reducing issues of learning from home, and leading and managing virtual schools. Instructional leader should have adaptive capacity and flexibility to learn and develop during crisis. They should be able to give more effective response to overcome future challenges faced by the school institution.
47
AY, Cihat, i Abdulvehap BOZ. "Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy". Cukurova University Faculty of Education Journal 51, nr 3 (30.12.2022): 1518–51. http://dx.doi.org/10.14812/cufej.939224.
Pełny tekst źródłaStreszczenie:
The effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.
48
Shaked, Haim. "Social justice leadership, instructional leadership, and the goals of schooling". International Journal of Educational Management 34, nr 1 (6.01.2020): 81–95. http://dx.doi.org/10.1108/ijem-01-2019-0018.
Pełny tekst źródłaStreszczenie:
Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals. Design/methodology/approach To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed. Findings The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship. Research limitations/implications This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored. Practical implications It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders. Originality/value Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.
49
Glanz, Jeffrey, Haim Shaked, Chanina Rabinowitz, Shmuel Shenhav i Rachel Zaretsky. "Instructional Leadership Practices among Principals in Israeli and US Jewish Schools". International Journal of Educational Reform 26, nr 2 (kwiecień 2017): 132–53. http://dx.doi.org/10.1177/105678791702600203.
Pełny tekst źródłaStreszczenie:
Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.
50
Pansiri, Nkobi Owen. "Instructional Leadership for Quality Learning". Educational Management Administration & Leadership 36, nr 4 (październik 2008): 471–94. http://dx.doi.org/10.1177/1741143208095789.
Pełny tekst źródła