Instructional Leadership in Malaysia

Abstract

Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.

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“…The results are also supported by the findings of Robinson, Lloyd,and Rowe (2008) who confirm that instructional leadership is one of the most effective leadership models related to school effectiveness and improvement. Likewise, Hassan et al (2018) claim that instructional leadership is a leadership model that should be embraced by all school leaders to achieve excellence in schools.…”

“…The model concentrates too much on the expertise, power and authority of the principal, thereby underestimating the impact of other school leaders including the deputy principal (Adams et al, 2018). It has also been criticized as a top down model and has been denounced for being hierarchical in nature (Hallinger, 2005;Hassan, Ahmed & Boon, 2018).…”

Amalan Kepimpinan Instruksional dalam Menjana Pengetahuan Teknologi Pedagogi Kandungan (PTPK) di kalangan Guru

“…Pengetua yang berperanan sebagai tonggak utama pemimpin instruksional di sekolah perlu mempunyai pengetahuan yang berkaitan dengan teori dan model kepimpinan instruksional dalam membantu tugas dan urusan mereka di sekolah. Kajian yang berkaitan dengan kepimpinan instruksional telah dimulakan sejak awal tahun 1920-an yang berkaitan dengan sekolah berkesan dan peningkatan sekolah serta tingkah laku kepimpinan pengetua yang dikenal pasti sebagai faktor utama dalam menentukan pencapaian akademik di sebuah sekolah dalam menghasilkan modal insan yang cemerlang (Hassan & Jamilah Ahmad, 2019). Oleh itu, kepimpinan instruksional merujuk kepada Model Kepimpinan Instruksional oleh Heck dan Hallinger (2014) yang menjadi asas pembinaan teori kajian ini.…”

“…Transformasi yang dilaksanakan dilihat dapat menambah baik kurikulum pendidikan sedia ada supaya murid berupaya memperoleh pengetahuan, kemahiran dan nilai yang relevan dengan keperluan serta cabaran abad ke-21. Sehubungan itu, pemimpin sekolah pada hari ini perlu melengkapkan diri dengan pengetahuan dan kemahiran teknologi bagi memastikan amalan pembelajaran di sekolah seiring dengan transformasi kurikulum ini (Hassan et al, 2018).…”

“…Aksal (2015) telah menyatakan bahawa pentadbir sekolah perlu mengambil inisiatif untuk belajar mengintegrasikan teknologi dalam kepimpinan di sekolah termasuklah merancang program latihan guru menggunakan teknologi dan menjalankan tugas pengurusan sekolah dan kepimpinan sekolah menggunakan peranti teknologi digital. Pengurusan sistem pendidikan yang cekap oleh pengetua akan membantu memberi kesan positif terhadap amalan pengajaran guru dan sistem pembelajaran digital (Hassan & Jamilah, 2019). Penggunaan teknologi telah menyokong pembelajaran di bilik darjah, yang membawa kepada peningkatan pencapaian murid serta merapatkan jurang pencapaian akademik murid.…”