Principal instructional leadership and secondary school performance

Bendikson, Linda; Robinson, Viviane; Hattie, John

doi:10.18296/set.0387

Cited by 48 publications

(74 citation statements)

References 12 publications

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“…Leadership model of principal is crucial factor in effective development of school (Yakavets, 2016). Overall achievement of school is influenced by principal leadership (Bendikson, Robinson, & Hattie, 2012). There is a need for principle to turn himself to be either direct or indirect instructional leader in order to improve instructional achievement (Bendikson et al, 2012;Pan, Nyeu, & Chen, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

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Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

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Section: Introductionmentioning

confidence: 99%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

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“…Furthermore, previous research has grouped measures of available instructional resources and learning climate into broader conceptualizations of “successful” leadership (e.g., Leithwood, Day, Sammons, Harris, & Hopkins, 2006), whereas this study seeks to separate them out from the direct practices of the principal. Bendikson et al (2012) found that principals in schools that were improving in performance displayed direct leadership practices. These principals were able to respond appropriately to the context of their school with these direct practices.…”

Section: Discussionmentioning

confidence: 99%

“…PIL is measured as a direct focus on improving teaching (see Bendikson et al, 2012), which includes items about their direction setting of curricular goals (Hallinger & Heck, 1998, 2002). This measure was constructed from items on the school questionnaire that asked leaders to report on how much time in the past year they had spent on leadership activities toward developing, promoting, and monitoring their school’s educational vision and/or goals.…”

Section: Methodsmentioning

confidence: 99%

“…The second direct instructional leadership (Bendikson et al, 2012) construct includes items that measure the frequency of feedback to teachers regarding their practice (see Blase & Blase, 1999). This measure from the school questionnaire asked leaders to report on the degree to which leaders advised teachers and/or initiated discussion who are experiencing problems with their teaching/classroom.…”

Section: Methodsmentioning

confidence: 99%

“…School leaders help develop and maintain a school climate conducive to improvement, collaboration, professional growth, and a schoolwide focus on teaching and learning (Blase & Blase, 1999; Firestone & Wilson, 1985; Hoy & Hannum, 1997; Leithwood & Mascall, 2008; Marks & Louis, 1999; Schmidt & McKnight, 2012; Urick, 2016). One way that school leaders accomplish this is by setting direction through the development, implementation, and monitoring of the school’s vision, mission, and goals that characterize direct instructional leadership (Bendikson, Robinson, & Hattie, 2012; Hallinger & Heck, 1998, 2002). Effective instructional leadership also involves providing teachers with constructive feedback and opportunities for reflection (Blase & Blase, 1999).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

Urick

Wilson

Ford

et al. 2018

Educational Administration Quarterly

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To advance a framework of indicators that promotes imple mentation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and systemlevel practitioners from more information about how schools might influence student access to college and careerready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourthgrade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on

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The Leadership Group as a Means for Teacher Participation and Leadership Distribution

Ahtiainen,

Heikonen

2023

Educational Governance Research

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For decades, discussion around school development and leadership has emphasised various collaborative practices, active participation, and distribution of responsibilities. The sharing of responsibilities in the decision-making processes exists in many forms in Finnish education, and there are some forms of leadership distribution in most schools, despite the school size. One of the typical ways of sharing responsibilities is to form a leadership group. In our chapter, we examine what meanings are given to leadership groups as leadership structures in school communities, and through which discourses teachers’ participation in decision-making is constructed. The data comprise principals (N = 56), teacher-leaders (N = 125), and teachers (N = 130) responses to two open-ended questions in an electronic survey in 2019. In this study, teacher-leader refers to a teacher with experience of being a member of the leadership group, whereas teacher refers to a teacher with no leadership group work experience. A range/determination approach to discourse was employed to reach an understanding regarding the research problem. The discourses on the practice of the leadership group and teacher participation were formed around positioning the leadership group in the school context, and elements that functioned as enablers or hindrances to teacher participation in decision-making.

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Principal instructional leadership and secondary school performance

Cited by 48 publications

References 12 publications

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

The Leadership Group as a Means for Teacher Participation and Leadership Distribution

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