Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman

Al-Mahdy, Yasser F. Hendawy; Emam, Mahmoud Mohamed; Hallinger, Philip

doi:10.1016/j.tate.2017.10.007

Cited by 72 publications

(82 citation statements)

References 51 publications

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“…The results documented herein add to extant studies on instructional leadership practices among the principals. For instance, [3] study of 299 school teachers in Oman, reported that there is a moderate level of commitment by principals in 'defining the school mission' and 'developing positive school learning climate'. Similarly, [76] reported that teachers' perception of instructional leadership practices of principals is more on "creating a school mission" and "developing positive school learning climate", while their perception of principals in 'managing the instructional program' is low.…”

Section: Resultsmentioning

confidence: 99%

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Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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This study investigates teachers' perception of their school leaders, in particular, principals' instructional leadership practices, and tests whether teachers' perception varies across gender. A version of the Hallinger and Murphy [35] Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 389 secondary school teachers in the North-Central geopolitical zone of Nigeria. The descriptive statistics show that there is a reasonable level of engagement of Nigerian school principals with the three dimensions of PIMRS. Specifically, "defining school mission" was rated highest, while "developing a positive school learning climate" has the lowest rating. This means that teachers perceive defining school mission as the greatest instructional leadership behaviour of the principals. Similarly, there appears to be significant differences between male and female teachers' perceptions of principal's instructional leadership behaviour among the principals. This difference occurs for "Managing the instructional program". This study adds to the understanding of instructional leadership practices in Nigeria, which have been rarely explored.

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Section: Resultsmentioning

confidence: 99%

“…Andrews and Soder [3] mentioned four main domains the principal's actions as an effective instructional leader can be noticeable. These include principals being considered as instructional resource providers, communicators, resource providers and the ability to maintain visibility in the school.…”

Section: The Principal As Instructional Leadermentioning

confidence: 99%

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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“…Considering the Arab context, studies (e.g., Al-Mahdy, Emam & Hallinger, 2018;Hamad & Al-Ani, 2016;Al-Ani & Ismail, 2015;Al-Taneiji & McLeod, 2008) revealed that during the past decade the education systems in nearly all the Arab Gulf states have witnessed dramatic change. Gulf leaders acknowledged the fact that the oil economy is doomed to either a quick or a lingering death, and the long-term economic growth required a movement, beyond that oil economy, towards the development of knowledge-based economies (Education).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

eqr

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This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...

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“…(Hallinger, 2015;Lee, Hallinger & Walker, 2012;Hallinger & Lee, 2014;Kaparou & Bush, 2015). After all, it is obvious that current research on instructional leadership mostly focuses on teacher performance and commitment, collective teacher competencies, roles and responsibilities of teachers, professional learning community and professional attitudes (Al-Mahdy, Emam, & Hallinger, 2018;Brandon, Hollweck, Donlevy, & Whalen, 2018;Hallinger, Walker, Nguyen, Truong and Nguyen;2017;Hallinger, Hosseingholizadeh, Hashemi & Kouhsari, 2018;Zheng, Yin & Li, 2018).…”

Section: English Version Introductionmentioning

confidence: 99%

“…Bu dönem araştırmalarında okul iklimi, kolektif yeterlilik, okula güven ve bağlılık gibi okul ortamının özellikleri ile birlikte okul kalitesi, okul gelişimi ve öğrenci başarısına odaklanılmıştır (Hallinger ve Murphy 1985;Hallinger, 2015;Lee, Hallinger ve Walker, 2012;Leithwood ve diğerleri, 2005). Bununla birlikte güncel öğretim liderliği araştırmalarının öğretmen performansı ve bağlılığı, kolektif öğretmen yeterlikleri, öğretmenlerin rol ve sorumlulukları, mesleki öğrenme topluluğu ve mesleki tutumlarına yoğunlaştığı görülmektedir (Al-Mahdy, Emam, & Hallinger, 2018;Brandon, Hollweck, Donlevy, & Whalen, 2018;Hallinger, Walker, Nguyen, Truong and Nguyen;2017;Hallinger, Hosseingholizadeh, Hashemi & Kouhsari, 2018;Zheng, Yin & Li, 2018).…”

Section: Introductionunclassified

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Cansoy

Polatcan

Kılınç

2019

Educational Administration: Theory and Practice

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The primary aim of this study was to evaluate school principals' instructional leadership behaviours based on teachers' views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers' success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers' professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers' professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals' knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.

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Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman

Cited by 72 publications

References 51 publications

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Untitled

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

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