A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership

Abstract

Background: This report continues in the lineage of reviews of research in educational leadership and management by examining methodological approaches used by doctoral researchers in studying principal ins tructional leadership. Research Design: The article reviews the full set of 130 doctoral dissertations completed over the past three decades that used the Principal Instructional Management Rating Scale (PIMRS). The report analyzes trends in the research foci, conceptual models, research designs, and statistical methods employed in these studies. Findings: The study finds that interest in instructional leadership among scholars and practitioners remained strong throughout the period of the review, the PIMRS has proven a reliable and valid data collection tool, and the use of research methodology has improved in several specific areas. Nonetheless, the results also suggest that the conceptual frameworks and methodologies used by these doctoral students Article at University of Wyoming Libraries on March 29, 2015 eaq.sagepub.com Downloaded from Educational Administration Quarterly 47 (2) of this report, we highlight trends in the conduct of empirical research rather than specific research findings. Moreover, because the review is centered on studies that employed the PIMRS, we provide an explication of its underlying conceptual framework and the scale's properties.

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

“…Ayrıca, başka çalışmalar (ör. Day vd., 2010;Hallinger, 2003Hallinger, , 2010Leithwood vd., 2006;Leithwood, Patten ve Jantzi, 2010;MacBeath ve Cheng, 2008;Mulford ve Silins, 2003;Robinson, Lloyd ve Rowe, 2008) "eğitim programlarını yönetme" boyutunun okul verimliliği/öğrenci başarısıyla bağlantılı olduğunu ortaya koymuştur.…”

Instructional Leadership Practices in International Schools in Malaysia: A Case Study

“…Recent studies in instructional leadership in Malaysia focus mainly on the function and impact of principals in government schools (Abdullah & Kassim, 2011;Hallinger, 2011;Musa & Noor, 2017). In the Malaysian context, school principals indicate awareness of their responsibility as leaders committed to the teaching and learning process (Harris et al, 2017;Sharma, 2012).…”

“…As shown in Table 1, two of the contemporary models in instructional leadership from Hallinger & Murphy (1985) and Robinson (2007) establish key dimensions to probe international school leadership: Instructional leadership is not just confined in formal positions held by principals, but it refers to the idea of leadership for teaching and learning (Hallinger, 2011;Robinson, 2007). Bush (2007, p. 401) specifically defines this as an influential factor that "focuses on teaching and learning and on the behaviour of teachers in working with students."…”

“…Although the meta-analysis of these instructional leadership models is heavily concentrated in government schools in Malaysia (Hallinger, 2011;Tajasom & Ariffin Ahmad, 2011), scrutinising the practice of these models in international schools in Malaysia will help extend the universality of these instructional leadership models.…”

Dimensions of School Effectiveness in the Secondary Schools of Pakistan

“…The first wave approach was named as the "internal-effectiveness" which has improved the process through an external intervention or inputs (e.g., Ayeni & Adelabu, 2011;Day et al, 2010;Hallinger, 2011;Khan, 2013b;Leithwood et al, 2010;Saleem et al, 2012). The second approach was termed as the "interfaceeffectiveness" which has ensured some qualities of a school such as: stakeholders' satisfaction, management, and accountability (Niqab, 2015;Shahnaz & Burki, 2013).…”