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.

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.  

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

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

scholarly journals Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

2021 ◽  
Author(s):  
Rosa Dania ◽  
Dwi Esti Andriani
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Role ◽  
Structured Interviews ◽  
Student Parents ◽  
Public Elementary Schools

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

scholarly journals Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

2021 ◽  
pp. 329-342
Author(s):  
Deepa Sikand Kauts ◽  
Amit Kauts ◽  
Supriya Dang
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Rating Scale ◽  
School Principals ◽  
Institutional Effectiveness ◽  
Academic Standards ◽  
Instructional Management ◽  
Instruction Time ◽  
Significant Difference ◽  
Effectiveness Rating

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience.  In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

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.

Impak Strategi Politik Terhadap Amalan Kepimpinan Pengajaran Pengetua Cemerlang

2012 ◽  
Vol 60 (1) ◽  
Author(s):  
Lokman Mohd Tahir ◽  
M. Al Muzammil ◽  
Mislina Salleh
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Equation Modeling ◽  
The Political ◽  
Political Strategy ◽  
Bolman And Deal ◽  
Political Strategies ◽  
Standard Curriculum ◽  
Structure Equation Modeling ◽  
High Level

This study aimed to assess the instructional leadership practices and political strategies implemented by the senior principals. Samples for this study consist of 327 teachers from ten secondary schools in Johor Bahru that was leads by the senior principals. Insruments for this research was based on the political strategies adapated from Bolman and Deal (2003)’s political frame and instructional leadership (PIMRS) model which was developed by Hallinger and Murphy (1987). Result indicates that the senior principals utilized high-level all the eleven instructional leadership practices which emphasizes on the setting and enforcement functions of the basic or standard curriculum and the functions to clarify the school’s aims in instructional leadership, whereas the function of supporting the teaching activities and functions of perceiving and evaluate the teaching are given less priority. Finding for implementation of political strategies reveals that senior principals given greater priority to the elements of negotiation and bargaining, but less practices on the dimension of setting the agenda in choosing the elements of the current political strategy while leading the school. In addition, the data also showed that political strategies that used by the senior principal has much influence in practicing the instructional leadership while leading the school. Keywords: Political strategies; senior principals; structure equation modeling; instructional leadershipivity tinggi Kajian ini dirangka untuk menilai amalan kepimpinan pengajaran serta strategi politik yang dipraktikkan oleh Pengetua Cemerlang (PC) dalam memimpin guru. Dalam menilai kepimpinan pengajaran dan strategi politik Pengetua Cemerlang, seramai 327 orang guru yang berkhidmat di 10 buah sekolah yang dipimpin oleh Pengetua Cemerlang dijadikan sebagai lokasi kajian ini. Instrumen kajian telah dibina dan ditadbir berdasarkan strategi dalam kepimpinan politik oleh Bolman and Deal (2003) manakala item kepimpinan pengajaran diasaskan model Hallinger and Murphy (1987). Hasil kajian mendapati bahawa Pengetua Cemerlang telah melaksanakan 11 fungsi dalam kepimpinan pengajaran dengan fungsi penetapan dan penguatkuasaan dasar atau standard kurikulum sebagai amalan yang paling kerap dilaksanakan. Sementara itu, fungsi memberi sokongan dalam aktiviti pengajaran dan fungsi mencerap dan menilai pengajaran guru dinilai oleh guru-guru sebagai aspek yang masih kurang diberi keutamaan oleh Pengetua Cemerlang. Perbincangan dalam strategi politik pula mendapati bahawa keutamaan diberikan kepada elemen perundingan dan tawar menawar namun masih lagi kurang melaksanakan proses menetapkan agenda dalam ketika memimpin sekolah. Kepimpinan pengajaran yang diamalkan oleh Pengetua Cemerlang juga didapati disumbangkan oleh aspek strategi politik Pengetua Cemerlang ketika memimpin sekolah. Kata kunci: Strategi politik; pengetua cemerlang; model persamaan berstruktur; kepimpinan pengajaran

Creating conditions for sustainable degree apprenticeships in England

2020 ◽  
Vol 10 (5) ◽  
pp. 701-714
Author(s):  
Stan Lester
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Social Mobility ◽  
Online Survey ◽  
Working Environment ◽  
Structured Interviews ◽  
Content Type ◽  
Staff Members ◽  
High Level ◽  
Funding Environment

PurposeThe purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher education to operate degree apprenticeships (DAs) on a sustainable basis.Design/methodology/approachThe study, conducted in 2019–2020, took the form of a literature review, semi-structured interviews with employers, institutional staff members and apprentices in three fields, and an open online survey.FindingsThis study illustrates a high level of support for DAs amongst those who are involved in them, whether as educators, employers or apprentices. Degree Apprenticeships aid public-sector recruitment, support progression routes and social mobility within the existing workforce, and contribute to recruitment and productivity in public services and economically critical industries. Practices in the organisation and delivery of apprenticeships are variable, but a clear need is illustrated for strong institution–employer partnerships, integration between on- and off-the-job learning, expansive workplace learning environments, and co-ordination of assessment and quality assurance. There is also a need for external bodies to provide a consistent policy and funding environment.Practical implicationsThe findings illustrate the need for strong partnerships, for programmes that are designed from the ground up as apprenticeships, and for effective integration of apprentices into the organisation's working environment.Originality/valueThis study updates and adds to the literature on DAs and work-integrated higher education. It emphasises three aspects that have hitherto been given little attention: the value of DAs for public-sector recruitment and for creating social mobility within the existing workforce, and the importance of ensuring apprenticeships are aligned with organisational objectives.

Psychometric analysis of a Malay language version of the Principal Instructional Management Rating Scale

2020 ◽  
pp. 174114322094251
Author(s):  
Lei Mee Thien
Keyword(s):  
Instructional Leadership ◽  
Convergent Validity ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Rating Scale ◽  
Criterion Validity ◽  
Instructional Management ◽  
Language Version ◽  
First Order ◽  
Order Construct

The extent to which the Principal Instructional Management Rating Scale (PIMRS) is sensitive and appropriate to be used in different cultural contexts remains underexplored in the literature. To address this research gap, this study attempts to validate a Malay language version of PIMRS by assessing convergent, discriminant, and criterion validity from a hierarchical perspective. Data were collected from 375 primary school teachers from 30 selected schools in Penang and Kedah, Malaysia. Data were analysed using partial least squares structural equation modelling approach with SmartPLS 3.2.9 software. Findings revealed that four items had to be excluded to ensure the construct validity of the third-, second-, and first-order constructs. Convergent validity and discriminant validity were established for all the second- and first-order constructs with the statistic estimates exceeding the respective threshold. Redundancy analysis confirmed the establishment of the convergent validity of instructional leadership as a formative third-order construct. Criterion validity was established with the significant and positive effect of instructional leadership on collective teacher efficacy (CTE) ( β = 0.578, t = 14.206). Local and international educational researchers could replicate the current validation approach in future psychometric PIMRS validation studies in a different research context.

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