Educational Leadership Instructional leadership multi-academy trusts

Abstract

This study examined the relationship between senior leaders' instructional leadershipand students’ learning in three academiesin England, in two Multi-academy trusts. In carryingout this research, the focus is on understanding how effective curriculum, teaching, andlearning prioritised by senior leaders lead to improved outcomes. The research looks first atthe evolution of academies in England's radically reformed education system. Secondly, thestudy explores instructional leadership as a strategy for improving teaching and learningpriorities to secure better outcomes.The study employs a pragmatic epistemology to understand the data gathered. Thestudy uses a mixed-method approach incorporating both quantitative and qualitativeanalytical techniques. The quantitative methods include descriptive statistics (mean andstandard deviations) and a crude calculation of departments’ effectiveness across theacademies. The study employs Miles and Huberman's (1994) data reduction technique, datadisplay and drawing conclusions to make sense of the qualitative data. The approach wasused to analyse all three case reports from the multiple case study process to draw cross-caseconclusions.The finding reveals that in all three academies from which data have been analysedRose Academy, Sunshine Academy and Norm Academy, the instructional behaviours of seniorleaders show a positive link to improving standards in teaching and student learning. Inconclusion, effective instructional leadership in MATs leadsto improved outcomes. This studywill influence policy decisions in MATs, provide a framework for instructional leadership inMATs, and assess principals’ instructional leadership behaviours in MATs using the PIMRS todetermine the reliability and credibility of this instrument