scholarly journals Perception of Teachers towards School Principal as Instructional Leader

2020 ◽  
Vol 3 (2) ◽  
pp. 86-96
Author(s):  
Hikmat Dahal
Keyword(s):  
Instructional Leadership ◽  
Social Networking Sites ◽  
Quantitative Research ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
Instructional Leader ◽  
Instructional Leaders ◽  
Innovative Methods ◽  
Academic Qualification ◽  
Significant Difference

The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. Instructional leadership has become one of the most widely researched topics. This type of  leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students’ performance and solve the problems of teachers as an instructional leaders. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.

scholarly journals The influence of the principal instructional leadership of theacer's job satisfaction at vocational secondary schools

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Hermi Kurnia ◽  
Nurtanio Agus Purwanto ◽  
Indah Fitoriyati
Keyword(s):  
Job Satisfaction ◽  
Linear Regression ◽  
Instructional Leadership ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
Coefficient Of Determination ◽  
Reliability Test ◽  
Simple Linear Regression ◽  
Ex Post ◽  
Principal Instructional Leadership

This study aimed to discover the school principal instructional leadership influence on job satisfaction of vocational high school teachers in Sleman Regency, D.I. Yogyakarta.  This type of research was ex-post facto with a quantitative approach. The questionnaire was conducted on 91 teachers (71,09% response rate) to examine the influence of principal instructional leadership (X) on teacher job satisfaction (Y). Validation of the instrument used expert judgment and empirical test with the Pearson Product Moment correlation, 43 out of 43 items are declared valid. The instrument reliability test was applied by using Cronbach's Alpha. The results of the reliability test showed that all variables were declared reliable (α > 0,7). A classical assumption test was done by testing normality, linearity, multicollinearity, and heteroscedasticity. Simple linear regression was used as data analysis to test the influence of the independent variable (X) towards the dependent variable (Y). The simple linear regression results indicate that there is a positive and significant influence between the principal instructional leadership on teacher job satisfaction (t = 13,329, p = .000). The coefficient of determination value (R^2)  of 0,666 indicates that the principal instructional leadership influences teacher job satisfaction by 66,6%. Meanwhile, the remaining 33,4% are influenced by other factors.

scholarly journals Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

2018 ◽  
Vol 2018 ◽  
pp. 1-14 ◽  
Author(s):  
Linda R. Vogel
Keyword(s):  
Instructional Leadership ◽  
Educational Leaders ◽  
Rocky Mountain ◽  
Instructional Leader ◽  
Instructional Leaders ◽  
Leadership Roles ◽  
Leadership Responsibilities ◽  
Use Of Data ◽  
Use Of Technology ◽  
District Personnel

This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as significant elements of instructional leadership. By identifying the specific actions that principals identify as their instructional leadership responsibilities, programs that prepare school leaders and state and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

A study of social media users’ perceptional typologies and relationships to self-identity and personality

2018 ◽  
Vol 28 (3) ◽  
pp. 767-784 ◽  
Author(s):  
Jin-Young Kim
Keyword(s):  
Impression Management ◽  
Social Networking Sites ◽  
Quantitative Research ◽  
Q Methodology ◽  
Relational Identity ◽  
Content Type ◽  
Self Identity ◽  
Significant Difference ◽  
Focus Type ◽  
The Media

Purpose The purpose of this paper is to explore and describe different viewpoints on the use of social networking sites (SNSs). It analyzes perceptional typologies of SNS users and the characteristics of each type, which has similarities and differences. It also examined possible relationships among different perceptional types, users’ self-identities, and their personality. Design/methodology/approach This study utilized Q-methodology in order to identify diverse explanations of SNS users’ perspectives. Q-methodology requires participants (referred to as P sample) to sort a series of items (Q-statements). After completing a questionnaire including demographics, self-identity, etc., each respondent performed the Q-sorting work. This task involves sorting well-composed statements about SNSs (Q-sample). In all, 46 SNS users from a university in Korea were chosen as participants. Once the P sample had finished Q-sorting, participants had in-depth interviews. When all interviews were finalized, analysis of the Q-sorts was done with the help of QUNAL program. Findings Consequently, four types of SNS users were identified and given the following descriptive labels: Impression Management Type, Lurker Type, SNS Enjoyer and Relationship Focus Type, and Social Value Orientation Type. Further, there was a significant difference in “Relational Identity” among user types. Regarding personality, the extraversion of Type III appeared to be the highest, and the extraversion of Type II appeared to be the lowest. Originality/value Combining aspects of both qualitative and quantitative research to study the subjectivity, the findings of this study provide insight for further research regarding an audience study or an examination of the media behaviors of SNSs. It also suggests theoretical and practical implications.

scholarly journals Effective Instructional Leadership can Enhance Teachers’ Motivation and Improve Students’ Learning Outcomes

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 477-485
Author(s):  
Dr. Farah Naz ◽  
Surryia Rashid
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
School Principal ◽  
School Level ◽  
Instructional Leaders ◽  
Public And Private ◽  
Motivation Level ◽  
The Impact

School principals as instructional leaders set clear goals, manage the instruction and curriculum, observe lesson plans, dispense resources and assess teachers consistently. They focus to improve the quality of teaching and aim to nurture student learning. The present study was conducted to investigate the impact of instructional leadership on teachers’ motivation level and students learning outcomes at the secondary school. The research will create awareness among the instructional leaders that how important their actions are in making a conducive school. The research will create awareness among the instructional leaders that how important their actions are in making the school culture more effective and conducive. The sample size consisted of 400 teachers from public and private secondary schools. A questionnaire was used as a tool to collect data. The research was quantitative. A survey design was used to see the impact of instructional leadership on the teachers’ motivation level and student achievement at the Secondary School Level. The questionnaire contained 35 items which were arranged into three factors, such as Instructional leadership, teacher motivation, and student learning. It was based on a five-point Likert scale. The findings of the research showed that both the male and female teachers of the public and private schools agreed that the instructional leaders encouraged teamwork developed positive relationships between parents and school staff. They agreed that the school principal tried to change the school climate according to the new trends.

Ensuring Teachers’ Job Suitability: A Missing Component of Instructional Leadership

2019 ◽  
Vol 29 (5) ◽  
pp. 427-447 ◽  
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
School Principal ◽  
Instructional Leaders ◽  
Teacher Hiring ◽  
Wide Range ◽  
The Right ◽  
Principals Perceptions ◽  
Practical Implications

Instructional leadership can be defined as an educational leadership approach whereby the school principal is involved in a wide range of activities aiming to improve teaching and learning for all students. Surprisingly, the literature about instructional leadership practices has not mentioned school leaders’ practices for hiring appropriate teachers and for determining whether existing teachers are the “right people” for the job. This suggests that instructional leaders are not necessarily expected to ensure that the right people are on board. The current study’s goal was to explore principals’ perceptions regarding their role in ensuring teachers’ job suitability and its relation to instructional leadership. Data collection included interviews with a diverse sample of 59 Israeli principals. Data analysis revealed that school principals perceived the issue of teacher hiring/firing as complicated. Therefore, they often regarded related tasks—such as deciding which attributes are most important for effective teachers, determining how such effective teachers can be proficiently screened for hire, and executing dismissal of ineffective teachers—as impossible or impractical. The current study suggests that this perception led principals to refrain from considering the activities involved in ensuring teacher suitability as means to improve teaching and learning. Practical implications and further research are discussed.

scholarly journals Teacher Leaders’ Perceptions of Charter School Principals’ Instructional Leadership Practices

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Frednardo Davis ◽  
Mary K Boudreaux
Keyword(s):  
Instructional Leadership ◽  
Instructional Practices ◽  
Charter School ◽  
Leadership Practices ◽  
Teacher Leaders ◽  
School Principals ◽  
Leadership Behaviors ◽  
School Principal ◽  
Communication Styles ◽  
Instructional Leaders

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. While teacher leaders may formally or informally fulfill different roles in the school, depending on the school’s needs and the principal’s vision. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals’ practices regarding instructional leadership. One overlooked presence in the research on instructional leadership practices is the charter school principal. To address this issue, our goal is to examine the instructional practices of the charter school principal from the lens of Mendel’s five effective leadership practices for instructional leaders as perceived by the teacher leader. Several concepts emerged from this phenomenological study indicating that teacher leaders perceive that effective charter school instructional leaders (a) use diverse communication styles with all stakeholders, (b) promote professional capacity, (c) employ varied data to inform instructional practices and decisions, (d) have a visual and resounding vision statement, and (e) maximize and preserve instructional time for teachers with few daily interruptions.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Accessibility and public information of medical students’ Facebook profiles in Peru: A call to adapt e-professionalism guidelines in the Latin American context (Preprint)

2021 ◽  
Author(s):  
Carlos Jesús Aragón-Ayala ◽  
Henry Rodriguez-Carrillo ◽  
Aldor Cornejo-Estrada ◽  
Cender Udai Quispe-Juli
Keyword(s):  
Medical Students ◽  
Latin American ◽  
Social Networking Sites ◽  
Public Information ◽  
Male Students ◽  
The Public ◽  
Significant Difference ◽  
Professional Information ◽  
Types Of Information ◽  
The University

BACKGROUND Use of Facebook has increased and poses new challenges for adoption of professionalism. In this study we describe the accessibility of Facebook profiles in medical students, the disclosure of personal and professional information, and its association with sex and year of study. OBJECTIVE The purpose of this study was to explore the public accessibility of Facebook profiles of medical students from a Peruvian university and the disclosure of personal and professional information, as well as its association with sex and the year of studies. METHODS Through a systematic search on Facebook, the profiles of medical students from the 2nd to the 7th year were located using fictitious profiles. The presence of different types of information in accessible profiles were evaluated. Furthermore, the proportion of the disclosed content was calculated. The data were compared according to year of study and sex. RESULTS 80% of students (488/611) presented publicly accessible profiles. We did not find a significant difference according year of study (p = 0.098) and sex (p = 0.912). Proportion of disclosed content was greater in higher years: 2nd and 3rd (p = 0.022), 2nd and 6th (p < 0.001), and 2nd and 7th (p = 0.002) and in men (33.25 ± 12.47) compared to women (30.38 ± 11.95) (p = 0.01). Some photos (p = 0.009) and links to other social networking sites (p = 0.036) were more commonly visible in women’s profiles, while showing the university (p = 0.017), medical school (p = 0.043) and sexual orientation (p = 0.001) was more common amongst men. CONCLUSIONS Most of the Facebook profiles of medical students were accessible, the disclosed content was greater in senior and male students. It is necessary to create and implement guidelines on e-professionalism in Latin America.

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