Predictive Validity of Gender and Experience of Teachers Into Malaysian Women Principal’s Instructional Leadership Practices

Mannan, Farhana; Sharma, Sailesh; Hoque, Kazi Enamul; Veeriah, Jeyasushma

doi:10.22452/mojem.vol4no3.4

Cited by 8 publications

(8 citation statements)

References 38 publications

(34 reference statements)

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“…Female principals achieved significantly higher ratings on four instructional leadership functions and male principals on one. Although these results are partially in line with the international finding of stronger instructional leadership exercised by female principals Mannan et al, 2016;Poovatanikul, 1993;Yang, 1996), the mixed results suggest a need for cautious interpretation. The need for caution is further reinforced by the fact that even in cases where "statistically significant differences" were identified in this study, both male and female principals were perceived to be enacting the functions at a "high level" (see Table IV ).…”

Section: Patterns Of Instructional Leadershipsupporting

confidence: 50%

Assessing and strengthening instructional leadership among primary school principals in Vietnam

Nguyen

Hallinger

2018

IJEM

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Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

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Section: Patterns Of Instructional Leadershipsupporting

confidence: 50%

Assessing and strengthening instructional leadership among primary school principals in Vietnam

Nguyen

Hallinger

2018

IJEM

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“…While a majority of these studies found positive differences in favor of stronger instructional leadership from female principals, the correlations tended to be weak (e.g. Abdullah and Kassim, 2011; Agalita, 2014; Jahet, 1998; Mannan et al , 2016; Nor Rida, 2012; Yusoh, 2003).…”

Section: Resultsmentioning

confidence: 99%

Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia

Hallinger

Adams

Harris

et al. 2017

JEA

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Purpose Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years. Design/methodology/approach Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies. Findings The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality. Research limitations/implications The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research. Social implications The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality. Originality/value This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.

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“…The behavior of instructional leadership is very important for making the educational environment effective in schools. (Mannan, Sharma, Hoque, & Veeriah, 2017) The school"s instructional leader endorse effective instruction by keeping the educators wellinformed about novice educational strategies, technologies, and other methodologies for boosting the teaching-learning process in schools. (Sosibo & Allie, 2017) put forward that instructional leaders develop such staff development programs which assure to increase the effectiveness of teachers which in turn would elevate the student outcomes.…”

Section: ___________________________________________________________________________mentioning

confidence: 99%

Effective Instructional Leadership can Enhance Teachers’ Motivation and Improve Students’ Learning Outcomes

Naz¹,

Rashid²

2021

ojs

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School principals as instructional leaders set clear goals, manage the instruction and curriculum, observe lesson plans, dispense resources and assess teachers consistently. They focus to improve the quality of teaching and aim to nurture student learning. The present study was conducted to investigate the impact of instructional leadership on teachers’ motivation level and students learning outcomes at the secondary school. The research will create awareness among the instructional leaders that how important their actions are in making a conducive school. The research will create awareness among the instructional leaders that how important their actions are in making the school culture more effective and conducive. The sample size consisted of 400 teachers from public and private secondary schools. A questionnaire was used as a tool to collect data. The research was quantitative. A survey design was used to see the impact of instructional leadership on the teachers’ motivation level and student achievement at the Secondary School Level. The questionnaire contained 35 items which were arranged into three factors, such as Instructional leadership, teacher motivation, and student learning. It was based on a five-point Likert scale. The findings of the research showed that both the male and female teachers of the public and private schools agreed that the instructional leaders encouraged teamwork developed positive relationships between parents and school staff. They agreed that the school principal tried to change the school climate according to the new trends.

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Predictive Validity of Gender and Experience of Teachers Into Malaysian Women Principal’s Instructional Leadership Practices

Cited by 8 publications

References 38 publications

Assessing and strengthening instructional leadership among primary school principals in Vietnam

Assessing and strengthening instructional leadership among primary school principals in Vietnam

Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia

Effective Instructional Leadership can Enhance Teachers’ Motivation and Improve Students’ Learning Outcomes

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