Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

Abstract

The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership.

Headmasters' Instructional Leadership and Its Relationship with Teachers Performance

“…The role of instructional leadership can also enhance the teachers' functional competency [15]. Instructional leadership has a significant impact on student academic achievement and teacher performance [16][17] [18] [19].…”

Exploring Challenges in Practicing Instructional Leadership: Insights from Senior Secondary Principals

“…To fulfill these tasks, principals should obtain assistance from their middle level leaders in dianogsing and monitoring teachers' competencies and students improvement on academic performance [32]. Third, in developing a positive culture, it is the duty of the principals in protecting and maximising the instructional time, motivating teachers and students through positive incentives for improvement [4].…”

“…In the era of globalisation of education, instructional leadership practices found to be relevant, suitable and have the highly believed contributed to the excellence of a school [1]. Evidently, instructional leadership has been highlighted by previous studies on its effectiveness to enhance students' achievements which later improving school's performance [2,3,4]. Thus, instructional leadership remained as the most studied model of leadership explored and examined in the area of school leadership and management [5; 2].…”

Binary Logistic Regression Analysis of Instructional Leadership Factors Affecting English Language Literacy in Primary Schools

“…Instructional leadership is a school leadership model that emphasizes on teachers' classroom practices towards improving school performance and outcomes (Hallinger & Hosseingholizadeh 2019, Hallinger, Adams, Harris & Jones 2018, Hattie 2015, Hendriks & Steen 2012. Many studies on school improvement uses Hallinger and Murphy's (1985) conceptualization of instructional leadership.…”

“…For instance, there is a significant relationship between the high frequency of student-centered teaching and instructional leadership. Instructional school leaders placed more emphasis on monitoring student progress and developing quality teaching and learning (Hallinger & Hosseingholizadeh 2019). In addition, successful school leaders consistently communicate their vision and goals clearly, nurture a positive work and environment, invest in a people-centered leadership and exhibit strong interpersonal skills (Noman, Awang Hashim & Shaik Abdullah 2018) Teachers are also more likely to practice instructional differentiation in schools where headmasters are perceived to be instructional (Goddard, Neumerski, Goddard, Salloum & Berebitsky 2010).…”