Hubungan Persepsi Keberkesanan Guru dan Kepimpinan Pengajaran Pengetua

Good school administration and the generation of an organizational climate that is suitable and conducive for teaching and learning activities depend on the leadership quality, authority and capability of the principal. An effective instructional leadership of the principal will bring about a change in the teacher’s instruction and the learning of his pupils. The aim of this research is to identify differences in the implementation of instructional leadership between principals of schools with different academic achievements. These are Schools in the Excellent Achievement Category, Satisfactory Achievement Category and Average Achievement Category in Kota Setar District. In this research, the instructional leadership behaviour dimensions measured are control of teaching quality, use of teaching resources, implementation of staff development programme as well as planning and elucidation school aim. Another aim of this research is to ascertain whether there are differences in the perception of teacher effectiveness between teachers of schools in the Excellent Achievement Category, Satisfactory Achievement Category and Average Achievement Category and to determine how far teacher effectiveness is influenced by the principal’s instructional leadership. The research sample consist of 679 teachers from twelve grade A schools in Kota Setar District, selected from the three categories of schools. Data were analysed using One way ANOVA and Pearson Correlation. The findings of this research suggest that there is no significant difference in the leadership of the principal in terms of control of teaching quality, use of teaching resources, implementation of staff development programme as well as plan and elucidate school aim between principals from the three categories of academic achievement. One way ANOVA shows a significant difference in teachers’ perceived effectiveness between teachers from schools in the three categories. The finding also showed a significant correlation between instructional leadership of the principal and the perception of teacher effectiveness from the three categories of schools

Comparing Rural and Non-rural Principal’s Instructional Leadership in the Age of ESSA

This qualitative study compares the instructional leadership practices of rural and non-rural principals, seeking to understand contextually based differences in how principals create a focus on teaching and learning. Principals across settings report similarities in instructional leadership tasks; however, they reported significant contextual differences in how they are carried out. These include the use of formal distributed leadership in non-rural schools and informal distributed leadership in rural schools. Additionally, rural principals report adaptive practices that shape policy implementation in ways that support people-centered leadership. We conclude with areas for additional research: the unique demands of the role of principal-superintendent; how principals make sense of multiple messages about instructional leadership; and the qualitative aspects of instructional leadership that support principal effectiveness

Principal Instructional Leadership in Ga High Poverty Elementary Schools

The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups

The Influence of Instructional Leadership of School Administrators on School Effectiveness

AbstractThe purposes of the study were 1) to validate the fitness of structural equation model of instructional leadership affecting school effectiveness with empirical data; 2) to study direct, indirect, and total effect of instructional leadership on school effectiveness; and 3) to test for measurement invariance in structural equation model across two sample groups. This research was quantitative. The sample included 270 schools under the Office of Roi Et Primary Educational Service Area 2. The research instruments included a five point scale rating questionnaire. Structural equation model was implemented. The results showed that: (1)The structural equation model of instructional leadership of school administrators affecting school effectiveness was fitted with empirical data. (2) Instructional leadership had direct, indirect, and total effects on school effectiveness. (3) Measurement of invariance between new administrators and highly experienced administrators showed a non-significant chi- square statistic and good practical values, indicating a one-factor model for both groups

Kepimpinan pengajaran di kalangan Pengetua dan hubungannya dengan komitmen guru

Recent developments in the world of education and awareness of societies toward the critical role of school principals leadership and school effectiveness being the focus of a number of studies today. Therefore, the purpose of this study is to identify the relationship between instructional leadership among principals and teachers commitment towards organization. Each teacher surveyed responded to 59 questions from Principals' Instructional Leadership Questionaire and 17 questions from Teachers' Job Commitment Questionaire which were used to collect data. The usable data were collected from 350 secondary school teachers in Kuala Muda. T-test technique was used to determine the differentials in principals' instructional leadership behavior. Pearson Correlation technique was used to determine the strength of relationship between principals' leadership behavior with teachers' commitment. The results of this study shows that there are high levels of principals' instructional leadership in schools. They play significant roles in controlling teaching and learning in schools and encouraging efforts to increase profesionalisme among teachers. It was also found that there is significant correlation between principals' instructional leadership behavior with teachers' job commitmen

PRINCIPALS’ LEADERSHIP EFFECTIVENESS AND THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN NORTH CENTRAL NIGERIA

This study examined Principals’ Leadership Effectiveness and Management of Public Secondary Schools in North Central Nigeria. The purpose of the study was to investigate impact of principals’ leadership effectiveness in the areas of instructional supervision, communication, provision of instructional materials, involvement of teachers in decision making, discipline, evaluation of students’ performance and community relation skills on the management of public secondary schools. Seven research questions guided the study and seven null hypotheses were formulated and tested. The review of literature was done under theoretical framework, conceptual framework and empirical studies. The study adopted survey research design. The population of the study comprised 34,473 teachers from 1,949 public secondary schools. A sample of 1,737 teachers was taken for the questionnaire and 100 for the interview schedule all from 100 public secondary schools using multi-stage sampling technique of Principals’ Leadership Questionnaire (PLEQ) with reliability coefficient of 0.97 and Interview schedule on Principals Leadership (IPL) were used for data collection. Mean and standard deviation were used to answer the research questions. Chi-Squire test was used to test the hypotheses at 0.05 level of significance. The result showed that principals’ leadership effectiveness do significantly impact on management of secondary schools in the areas of instructional supervision, communication, provision of instructional materials, decision making, discipline, evaluation of students and community relation skills in the management. Based on the findings of the study, it was recommended among others that principals should be adequately enlightened with more robust supervision strategies through seminars and conferences which may include classroom observation, analysis/strategy, post observation conferences and post conferences analysis and that Ministries of Education should make it mandatory for all school heads to be involved in students’ evaluation in order to assess teachers’ job outputs as well as students’ academic performance

Best Leadership Practices for The Effectiveness of Educational Quality Assurance in Public Schools in Thailand

This study focused on the following objectives, to analyze the expected ideal leadership practices of school directors that lead to effectiveness of educational quality assurance in public schools; to identify the “best leadership practices” of school directors who achieved effectiveness of educational quality assurance in outstanding public schools in Thailand; to find the current leadership practices of the directors of the public schools in Thailand; and to develop and validate the “best leadership practices” for the effectiveness of educational quality assurance in public schools in Thailand. The mixed methods of research methodology have been applied in data collections and data analysis. The main methods were the literature review, the interview of six public school leaders of the most effective schools in Thailand, the use of the questionnaire with 205 public school leaders, and focus group method was used for developing and validating the “best leadership practices” for the effectiveness of educational quality assurance in public schools in Thailand. The findings for research objective 1 were the result of the excessive review of literature about the best practices of the school directors which leads to the effectiveness of the school and the success of every student comprising; Visionary Leadership, Unity of Purpose, Learning Community, Instructional Leadership, Curriculum and Instruction, Professional Development, Organizational Management, Assessment, Reflection, Collaboration, Diversity, Inquiry, and Professionalism. The findings for research objective 2 were the list of “leadership practices” of school leaders who achieved effectiveness of educational quality assurance was summed from the results of the common points of five schools out of 6 schools representing 6 regions which were qualitatively analyzed. The findings for research objective 3 were the list of the “current leadership practices” of the leaders of the public schools in Thailand. The findings for research objective 4 were the “best leadership practices” for the effectiveness of educational quality assurance in public schools which consisted of; an educational leader promotes the success of every student and achieves ONESQA Standards by; developing and communicating a vision of learning that is shared and supported by all stakeholders, nurturing and sustaining instructional program and culture conducive to student learning and staff professional growth, ensuring management of organization, operation, and resources for safe and effective learning environment, collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources, acting with integrity, fairness, and in an ethical manner, understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Do principals make a difference? An analysis of leadership behaviors of elementary principals in effective schools

Studies have shown principal instructional leadership behaviors to be a factor in student achievement. There has been little research on principal leadership instructional behavior in schools where the principal and student body are predominately Mexican-American. This causal-comparative study examined the relationships among the school, the achievement scores of third grade students as measured by the reading portion of the Texas Assessment of Academic Skills (TAAS) and leadership behaviors of elementary school principals. A key variation in this study is that the sample is entirely comprised of Mexican-American leaders of schools that have undergone (within three years after the naming of a new school leader) a transformation from a low-performance rating to a high-performance rating on the Academic Excellence Indicator Rating (AEIS) of Texas. The conceptual model tested in the present study was developed by Hallinger and Murphy (1986). Twenty elementary school principals and 100 teachers in deep South Texas agreed to participate in the study. Two questionnaires, the Principal Instructional Management Rating Scale (Hallinger, 1985) which defines the instructional leadership behaviors of principals and the School Effectiveness Questionnaire (Baldwin, Coney, Fardig, and Thomas, 1993) which identifies the strengths and weaknesses that have an impact on school effectiveness were used to collect the research data. The research findings based on the results of regression analysis suggest that the principal\u27s leadership has a significant correlation with school effectiveness as measured by students\u27 academic achievement. Instructional leadership behaviors such as Instructional Support, Monitoring Instruction, Visibility and Time on Task provided the strongest correlation found in the study (p \u3c .05). Conclusions of the present study are: (a) there is a relationship between school contextual variables and the principal leadership behavior constructs of Instructional Support, Monitoring Instruction, Visibility and Time on Task consistent with the literature, (b) the data supported a relationship between principal leadership behavior and school effectiveness as measured by student achievement, and (c) Mexican-American principal leadership behavior is consistent with the findings in the literature. Principals in this present study replaced the school\u27s mainstream culture of individualism and competition with values of collectivism, cooperation, and strong relational ties those values that are often found in traditional Hispanic communities

Practices and Challenges of Instructional Leadership in Government Secondary Schools of Shebedino Woreda Sidama Zone, Snnpr, Ethiopia

The purpose of this study was to investigate instructional leadership practices and challenges in government secondary schools of the shebedino woreda, Sidama, Ethiopia. In order to meet the objectives of the study descriptive survey research design was employed. The study reviewed the related literature on leadership aspects, dimensions of instructional leadership, teaching- learning roles of instructional leadership, and attempts were also made to identify factors that affect the effectiveness of instructional leadership. The research method employed in the study was both quantitative and qualitative approaches. Accordingly, a questionnaires were prepared to be filled by teachers, principals, vice principals, and department heads for the quantitative part. For the qualitative, individual interviews, focus group discussion and document analysis were administered. Using availability sampling techniques four secondary schools in study woreda were addressed by this study. The researcher incorporated 77% of the sample populations as respondents. 44 instructional leaders in the schools, 82 teachers, 4 woreda education office and section heads, 54 students’ representatives and 2 woreda supervisors were primary sources of data. The quantitative data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and independent t-test while content analysis approach was used to analyze qualitative data. Likewise, data gathered through interview, focus group discussion and document analysis were considered to complement the questionnaires in narrative form. The findings of the study revealed that principals show low practiced in their instructional leadership role due to work overload, lack of training in educational leadership and management, shortage of resource, lack of commitment and lack of support from concerning body. Finally, based on the findings conclusions, recommendations were made on capacity building and empowering of principals to do their work effectively on instructional leadership rather than administration work, in turn, encouraging participatory approach of leadership. Furthermore, Sidama zone education department with woreda education office is responsible to give directives, supports and guidelines in the cases that whenever shortcomings and gaps were observed, provide adequate budget and arrange workshops, seminars, short and long term training in collaboration with different stakeholders and the schools should organize public relations to create school-community links. Further study in the area advisable. Keywords: Practice, Challenges, Instructional Leadership DOI: 10.7176/JEP/13-28-03 Publication date:October 31st 202

Instructional leadership: the impact on the culture of teaching and learning in two effective secondary schools

Currently there is a drive to improve the culture of teaching and learning in South Africa, particularly in secondary schools. Recent studies have indicated a direct relationship between the instructional leadership role of the principal and the effectiveness of a school. Initiatives introduced by the government to reform education include the introduction of new curricula and the increase of site based management responsibilities. With these and other increasing responsibilities principals are still accountable for the success of the schools' academic outcomes. The practice of instructional leadership and its impact on the culture of teaching and learning at two effective secondary schools are investigated. South African Journal of Education Vol.23(3) 2003: 206-21