Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak

2021 ◽  
Vol 17 (1) ◽  
pp. 165
Author(s):  
Andy Fred ◽  
Gurcharan Singh Bishen Singh
Keyword(s):  
Instructional Leadership ◽  
Rural Schools ◽  
Leadership Practices ◽  
Rating Scale ◽  
Three Dimensions ◽  
Survey Method ◽  
Mixed Method Research ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
High Level

This study focuses on teachers’ perceptions of their headmasters’ instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using ‘The Principal Instructional Management Rating Scale (PIMRS) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with SPSS IBM Version 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters’ instructional leadership in the three dimensions as “medium high” (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers’ perceptions regarding their headmasters’ instructional leadership practices. This study also revealed the headmasters’ instructional leadership practices as “medium high” level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities.   Keywords: Instructional Leadership, Under-enrolled Schools, Rural Schools

Principals’ Instructional Leadership towards Teachers' Self-Efficacy

2018 ◽  
Vol 7 (3.30) ◽  
pp. 449
Author(s):  
Nitce Isa Medina Machmudi Isa ◽  
Azlin Norhaini Mansor ◽  
Jamalul Lail Abdul Wahab ◽  
Bity Salwana Alias
Keyword(s):  
Instructional Leadership ◽  
Self Efficacy ◽  
Leadership Practices ◽  
Rating Scale ◽  
Short Form ◽  
School Level ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Right ◽  
High Level

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.  

scholarly journals PRINCIPAL’S INSTRUCTIONAL LEADERSHIP AND ITS RELATION TO TEACHERS’ COMMITMENT IN HIGH PERFORMANCE SCHOOLS (HPS) IN SEREMBAN DISTRICT

2019 ◽  
Vol 4 (33) ◽  
pp. 107-121
Author(s):  
Rozila Md. Yusof ◽  
Jamalul Lail Abdul Wahab
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
High Performance ◽  
Rating Scale ◽  
Sampling Technique ◽  
Three Dimensions ◽  
Survey Method ◽  
Learning Climate ◽  
Validity And Reliability ◽  
Very High

The transformation of education in Malaysia now focuses on the changes in school leadership. Therefore, this research aims at identifying the Principal’s Instructional Leadership in relation to teachers’ commitment in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT) in Seremban district, Negeri Sembilan. The level of Principal’s Instructional Leadership is assessed from various dimensions which are defining, creating school’s objectives, organizing instructional programmes in school and encouraging school’s learning climate. On the other hand, the level of teachers’ commitment is assessed from three dimensions which are acceptance of objectives and organization values, readiness to achieve the objectives and willingness to stay in the organization. The researcher chose the research survey method and it is a quantitative nature that used questionnaire forms in which the validity and reliability are tested with the value of 𝛼=0.985. The strata random sampling technique was used to collect data among the population of teachers in High Performance Schools (HPS) in Seremban district, Negeri Sembilan and the size of the samples is a total of 127 persons. Research analysis used descriptive statistics and inferences to find answers for research enquiries. The research data was gathered and collected by using Principal Instructional Management Rating Scale (PIMRS) by Hallinger and Murphy (1987). This research found that the overall level of Principal’s Instructional Leadership was at a very high score of min= 4.40. Meanwhile, teachers’ commitment value showed that it was at a very high score of min=4.15. Besides, this research found that there was a significant relationship between Principal’s Instructional Leadership and teachers’ commitment which showed a strong correlation that is r = 0.687. This research gave an impression of Principal’s Instructional Leadership styles impacts teachers’ commitment in terms of executing tasks at school therefore contributes to effectiveness of an organization in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT).

scholarly journals Bhutanese School Principals’ Discernments towards Instructional Leadership Practices

2021 ◽  
pp. 19-34
Author(s):  
K. Dorjee Wangchuk ◽  
. Choden
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Rating Scale ◽  
Working Environment ◽  
Institutional Factors ◽  
Instructional Management ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Academic Qualification ◽  
High Level

The authors report a study in which they examined how the principals utilize to analyze the level and contrast of principals’ discernments towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in Bhutan. The quantitative and qualitative approaches were deployed for this research. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through Principals Instructional Management Rating Scale questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. These 31 principals are the representative of Instructional leadership from one of the districts in Bhutan. The findings of this study revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (Principals Instructional Management Rating Scale) almost at high level and overall mean generated was also high (3:58). Distinguished obstacles to instructional leadership were various roles, time limitations, work over-burden, lacking guidelines resources, shortages of teacher, restricted bolster for professional advancement, jumble between expectations and priorities. Within the light of the above findings, researcher would like to conclude that building learning culture not only depends on individual academic qualification but also the working environment and attitude of the academic committee towards student centered learning beneath the supervision of effective instructional leadership.

scholarly journals Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji

2021 ◽  
Vol 46 (6) ◽  
pp. 20-35
Author(s):  
Govinda Lingam ◽  
◽  
Narsamma Lingam ◽  
Sunil Singh ◽  
◽  
...  
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Rating Scale ◽  
School Principal ◽  
Leadership Role ◽  
Instructional Time ◽  
Ministry Of Education ◽  
Teachers Perceptions ◽  
Teaching Role ◽  
Scant Attention

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.

Flexibility decision pathways in the management of uncertainty in property development: experience from an emerging market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Timothy Oluwafemi Ayodele ◽  
Abel Olaleye
Keyword(s):  
Emerging Market ◽  
Survey Method ◽  
Property Development ◽  
Content Type ◽  
Significant Difference ◽  
Development Experience ◽  
High Level ◽  
Stratified Analysis ◽  
Management Of Uncertainty ◽  
Practical Implications

Purpose This paper aims to investigate the flexible decision pathways adopted by development advisors in the management of uncertainty in property development. Specifically, the study examines the quantitative techniques adopted by development advisors, the level of adoption of real options analysis (ROA) vis-à-vis the level of adoption of heuristics. Finally, the types of options exercised in property development were analysed. This was with a view to providing information that could mitigate the challenges of risk and uncertainty and increasing investment failure associated with property development in Nigeria, an emerging market. Design/methodology/approach The study adopted a survey method and was conducted on development advisors in property development companies/estate surveying and valuation firms in Nigeria. A total of 195 development advisors participated in the survey. The respondents were required to rate, on a five-point Likert scale, the level of adoption of the quantitative models, heuristics and the types of flexibility exercised during development. The data were analysed using mean rating, one-sample t-test and analysis of variance. Findings The results revealed that there was a preference for the use of traditional techniques, while probabilistic appraisal models and other contemporary methods such as ROA are seldom adopted by development advisors. While there was a significantly high level of adoption of heuristics, the stratified analysis examining the profile of the respondents and the level of adoption of ROA and heuristics suggests that years of experience influenced the level of adoption of both the ROA and heuristics by the development advisors. The analysis of the types of flexibility showed that staging/phasing and changing the initial use/design were the most prevalent flexibility pathways adopted during the development. However, the study found that there was no significant difference concerning the choice of flexibility being adopted by development advisors who used ROA and those who did not. Practical implications The study provides an understanding of the decision pathways adopted by development advisors in an emerging market like Nigeria. Originality/value The paper contributes to studies on decision-making pathways in the management of uncertainty under dynamic conditions by development advisors in emerging markets.

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

scholarly journals Change Leadership Practices at the University of Khartoum, Sudan

2021 ◽  
Vol 21 ◽  
pp. 20-29
Author(s):  
Saifaldin Idris Onia ◽  
Matebe Tafere Gedifew ◽  
Amare Sahile
Keyword(s):  
Change Process ◽  
Leadership Practices ◽  
Change Leadership ◽  
Major Purpose ◽  
Staff Members ◽  
Sustaining Change ◽  
Significant Difference ◽  
University Leaders ◽  
High Level ◽  
The University

This study aimed to examine change leadership practices at the University of Khartoum with a major purpose of enhancing the importance and understanding of change leadership practices at the University of Khartoum. This study tried to capture staff members’ perception of the creating a climate for change, engaging and enabling the whole organization and implementing and sustaining change. In doing so, a survey research design was employed. Data were collected using questionnaire from university's staff members. The result shows high level of change leadership practices in the University of Khartoum with its different dimensions. Consequently, creating a climate for change has practiced in the University of Khartoum. The University of Khartoum has engaged and enabled the whole organization in the change process. The findings indicate that the University of Khartoum has implemented and sustained change process. Besides, no statistically significant difference between the male and female groups in the extent of change leadership practices. Therefore, it was reflected that the university leaders should make a strong case for the necessity of the change prior to implementation. Overall, the vision, strategies and objectives of the University of Khartoum should involve the importance of change. In addition, extra efforts should be made to maintain change leadership culture in the University of Khartoum.

scholarly journals Investigating the Teachers’ Practices Regarding Classroom Conflict Management at Federal Government Educational Institutions

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 9-14
Author(s):  
Dr. Muhammad Shabbir ◽  
Dr. Muhammad Iqbal ◽  
Dr. Shumaila Mahmood
Keyword(s):  
Conflict Management ◽  
Federal Government ◽  
Quantitative Research ◽  
Rating Scale ◽  
Survey Method ◽  
Educational Institutions ◽  
Female Teachers ◽  
Significant Difference ◽  
The Difference ◽  
Strongly Agree

This study is aimed to investigate the teachers’ practices regarding classroom conflict management at Federal Government Educational Institutions (Cants/Garrisons) – FGEI’s (C/G). This was quantitative research that has been conducted under the Positivist paradigm. All the Elementary School teachers at FGEI’s (C/G) were the population for this study. However, 150 male and 150 female teachers have been selected conveniently. The data were collected by using the survey method. The instrument was developed by the researchers for this study. The survey questionnaire was a 5 point Likert rating scale ranging from Strongly Disagree to Strongly Agree. There were 30 items on this scale. Descriptive statistics (frequency and percentage) have been used to analyze the data regarding the demographic detail whereas the Mann Whitney U test has been applied to the data so to find out the difference among the teachers’ practices regarding classroom conflicts based on their gender. It is concluded that the teachers deal with “Interpersonal Conflicts” and “Organizational Conflict” appropriately. As far as it is concerned with the teachers’ practices regarding “Conflict Management”, they deal with the conflicts properly for resolving and managing them. However, it is revealed that the teachers remain failed to observe the others’ self-respect while posing their stance. They also drag the debates instead of resolving the conflicts and also become autocratic while stating their stance regarding the conflict. On the other hand, there is a significant difference found between male and female teachers’ practices regarding classroom conflict management.

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals University Students’ Readiness towards Mobile Learning: The Stages of Change Model

10.47657/1564 ◽  
2020 ◽  
pp. 37-59
Author(s):  
Mehreen Azam ◽  
Salman Bin Naeem ◽  
Rubina Bhatti
Keyword(s):  
Mobile Learning ◽  
Stages Of Change ◽  
Information Seeking ◽  
Survey Method ◽  
Portable Devices ◽  
Change Model ◽  
Stages Of Change Model ◽  
Significant Difference ◽  
Readiness Level ◽  
High Level

Information seeking modes are changing rapidly due to advancements in portable devices such as smartphones. The functionality of smartphones is helping individuals to enhance their online learning experiences. The study was conducted to assess the readiness level among students towards the adoption of mobile learning at The Islamia University of Bahawalpur. A survey method of research was used to collect data for this study. A self-administered questionnaire was distributed through convenience sampling among the enrolled students of The Islamia University of Bahawalpur. Of the 183 respondents, the majority of 118 (64.5%) were female. Overwhelming, 170 (92.9%) respondents' usage frequency was 'daily' for accessing information through mobile. Stages of change model indicated that most of the respondents were at the 'maintenance stage' indicating that they were regularly using mobile for learning. The main barriers to mobile learning included: 'mobile learning causes sore eyes', and 'mobile screen size makes it difficult to concentrate on contents. The study concluded that a high level of readiness exists among students towards adopting mobile learning as they are regularly using smartphones to access the information from online resources to fulfill the requirements of formal learning. A statistically significant difference was found in the readiness level as female students are more likely to adopt m-learning than male students. The study's findings are useful for librarians, faculty members, IT experts, and policymakers of the participating university in designing mobile-related services for students to enhance learning communications and collaborations.

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