The instructional leadership role of primary school principals

Mestry, Raj; Moonsammy-Koopasammy, Isavanie; Schmidt, Michèle

doi:10.1080/16823206.2014.865990

Cited by 31 publications

(30 citation statements)

References 13 publications

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“…It is in line with this study findings showing that principle leadership gives direct effect on teachers' performance and gives indirect effect on students' achievement through teachers' performance. Principal leadership also influences school environment and instructional organization related to students' achievement (Dutta & Sahney, 2016;Mestry, Moonsammy-Koopasammy, & Schmidt, 2014). Effective leadership of principal occurs when he observes and discusses students' learning progress with teachers (Burroughs, Gardner, Lee, Guo, Touitou, Jansen, & Schmidt, 2019;Ismail, Don, Husin, & Khalid, 2018;Usman, 2015).…”

Section: The Effect Of Instructional Leadership On Teacher Performancmentioning

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: The Effect Of Instructional Leadership On Teacher Performancmentioning

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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“…Three decades of research have emphasized the role of “principal instructional leadership” in school effectiveness and school improvement (Hung and Ponnusamy, 2010; Leithwood et al, 2008; Mestry et al, 2013; Salo et al, 2015). The global interest in educational reform centering on student learning has led to a focus on school leadership in general and instructional leadership in particular (Pashiardis and Johansson, 2016).…”

Section: Introductionmentioning

confidence: 99%

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

Hallinger¹,

Hosseingholizadeh²

2019

Educational Management Administration & Leadership

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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.

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“…The content of the module to prepare principals as instructional leaders should focus on extrapolating the functions required of effective instructional leaders. The functions are the development of the academic vision and mission of the school pointed out by Hallinger and Murphy (1986) and the creation of an environment conducive to learning (Jenkins 2009;Mendels 2012;Mestry et al 2013), which promotes and sustains excellent learner outcomes. Effective instructional leaders coordinate curriculum whilst monitoring and evaluating learner outcomes and ensure that teacher mentoring and development programmes are in place according to Horing and Loeb (2010) and Grobler (2013).…”

Section: The Value Of Aceslm From the Perspectives Of The Participantsmentioning

confidence: 99%

Towards a leadership programme for primary school principals as instructional leaders

Naidoo

Petersen

2016

SAJCE

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This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

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The instructional leadership role of primary school principals

Cited by 31 publications

References 13 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

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

Towards a leadership programme for primary school principals as instructional leaders

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