The main purpose of this study was to examine how principals' engage in instructional supervision in Type 1C and Type 2 school in Sri Lanka. Three research questions were used to guide the study to a rational conclusion. Mixed Method was adopted in the study in order to triangulate data. Both questionnaire and semi structured interview schedules were used to obtain relevant data from 150 teachers, 10 principals and 10 sectional heads in 10 selected Type 1C and Type 2 schools using the simple random sampling techniques. Tables, percentages and graphs were used to analyze quantitative data and the qualitative data was analyzed by using thematic analysis and answer the research questions. The findings revealed that all the principals in the type 1C and Type 2 schools have positive perception about the role of instructional supervision and have formed an instructional supervisory team including the principal. However, the study revealed that the majority of principals in the type 1C and Type 2 schools do not engage in role of instructional supervision due to the major challenge of having engage in general administration roles than the instructional roles. The study further revealed that the existing internal supervisory team engage in instructional supervision role rarely and do not conduct post observational discussions which facilitate teachers to identify their strength and the areas that need further improvement. It is, therefore, recommended that, the principals need to carry out an adequate instructional supervision of teachers so as to improve their teaching skills and professional development.
This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.
School leadership has become very popular in the current educational discourse. Distributed leadership has been identified as one of the most important leadership practices in terms of enhancing the quality of teaching and learning since it involves many members of the school. Also, it has been found that the main purpose of distributed leadership is to create secondary level leaders within the school and thus give more opportunities for teachers to improve their leadership skills. This study focused on investigating the distributed leadership practices and their impact on teaching and learning in type 1C and type 2 schools in Sri Lanka. The objectives of this study were to identify how principals and teachers understand the concept of distributed leadership; how distributed leadership practices enhance teaching and learning; and what challenges principals and teachers face when devolving and practicing leadership responsibilities in their schools. Altogether 8 schools, 8 principals, 10 sectional heads, and 200 teachers were selected for the study. Both questionnaires and semi-structured interviews were used to gather the data necessary. The findings revealed that all the principals and a significant number of teachers in the type 1C and type two schools fully understood the concept of distributed leadership and have linked it with teaching and learning. The study further revealed that the distributed leadership practices contributed to
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