Training and Development of Instructor-Leadership: An Instructional Systems Design Approach (original) (raw)
Related papers
Instructional Leadership in Higher Education: How Does It Work?
British Journal of Education, 2016
Instructional leadership is in a separate place from the other forms as it has a key role in the effective teaching and learning processes together with the changing social structure and idea. The roles of the faculty members in the higher education institutions are one of the important factors for the success within the institution. In this study it is aimed to determine the opinions related to the instructional leadership of the faculty members working in higher education institutions. Within the scope of the study, thirteen faculty members were interviewed. The data of the study was obtained through qualitative research method. In addition, the study was carried out with phenomenological method which is one of the qualitative research methods and in the study semi-structured interview technique was utilized. As a result of the study, it was understood that the faculty members' opinions about the instructional leadership are based more generally on some ideas such as attributing importance on using visual materials and method variety in their courses, trying to participate in the national and international activities in order to obtain a professional development, keeping in touch with their colleagues for raising the students' success level and being a role model for students through their behavior and attitudes.
Researchers have shown that transformational leadership is applicable to higher education teaching, that is, transformational instructor-leadership. However, such research is fractionated across diverse fields. To address the fractionated literature, the purpose of the current study was to conduct a meta-analytic review of transformational instructor-leadership and to analyze research in which such leadership has been empirically associated with student outcomes. For the meta-analysis, the Hunter–Schmidt approach was adopted, and thus, correlations were corrected for attenuation due to measurement error. The findings indicated that transformational instructor-leadership was positively associated with students’ motivation, satisfaction, perceptions of instructor credibility, academic performance, affective learning, and cognitive learning. Moderator analyses revealed that culture, course delivery, instrument, and gender were all significant moderators of the relationship between transformational instructor-leadership and specific student outcomes. The findings also showed that there were significant differences between the transformational leadership dimensions, thus supporting the notion that each dimension is conceptually distinct. The present meta-analysis drew from varied disciplines in contributing the first integrative review on transformational instructor-leadership. Future research needs to extend the literature with regard to context sensitivity, common method variance, causal conclusions, mechanisms, outcome measures, and control variables. Practically, higher education institutions should consider training transformational instructor-leaders.
The Development of a Parsimonious Measure of Transformational Instructor Leadership
Due to increasing demands to improve the quality of services offered by higher education institutions, teaching quality has been placed in the spotlight. While research in education, communication, and psychology has examined ways of improving teaching quality, leadership researchers offer an alternative but complementary perspective labeled instructor-leadership. Research on instructor-leadership has focused heavily on transformational leadership theory and a few exploratory studies were conducted in this area. Most of these studies relied on the Multifactor-Leadership Questionnaire (MLQ) to conceptualize and operationalize transformational instructor-leadership (TIL). This study highlights some of the limitations of the MLQ in defining TIL, and proposes a more context-specific measure.
Effectiveness of instructor behaviours and their relationship to leadership
Journal of Occupational and Organizational Psychology, 2009
This study analysed qualitativelyt he natureo fi nstructor behaviours and their relationship to leadership.The Critical Incident Te chnique was used to collect effective and ineffectivei ncidents of instructor behaviour in militaryt raining from both instructors' and trainees' perspectives (total incidents ¼ 1150, effective ¼ 696, ineffective ¼ 494), across the three UK Armed Services. Nine dimensions of instructor behaviour were developed with high inter-a nd intra-coder reliability.N o differences werefound between instructor and trainee generated incidents or among the threeArmed Services. About 82% of the incidents could be recoded with high intercoder reliability into categories of both transformational and transactional leadership. Strong relationships emerged between the following dimensions of both instructor behaviour and leadership respectively: Showing and Demonstrating, and Appropriate Role Model; Using Instructional Strategies and Intellectual Stimulation; Feedback, Practice and Adapting, and Individual Consideration; Forms of Punishment and Control, and Contingent and Non-contingent Punishment. These results inform not only the relationships between instructor behaviours and leadership but also the futuretraining of militaryinstructors, particularlyt he balance between at raditionala uthoritarian approach anda n individualised supportive one.
The concept of leader as hero has been a dominant model. The heroic leader is the one who knows, sees, and controls everything, who has more knowledge and expertise than any subordinate, able to solve any problem and being primarily responsible for how things works. This type of heroic leadership leads to communication blockages, slow responsiveness to change, rigid procedures and poor quality decisions. To achieve excellence, we need post heroic leaders who have in mind the development and inspirations of subordinates, and who will go beyond participations in sharing problems and power with teams (called shared responsibility teams). These leaders are powerful but not over-dominating, centrally involved but not central to every activity. In the educational systems most powerful role is the principal’s role as the head teacher. Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaborations around instructional matters to enhance the quality of teaching and student performance. The analysis grounded in two conceptions of leadership-transformational and instructional. The study finds that transformational leadership is a necessary but insufficient condition for instructional leadership. Transformational leadership is about necessary activities of problem resolutions, transforming leaders are engaged in an enterprise to raise ethical aspirations of both the leader and led. Using evidence on a comparative basis from organizations outside education, the principals are adopting radically new approaches to leadership and to organizational design. According to Handy (1989:132) new type of organization emerging to cope with new tasks does not work if everything is left to one person. “Everyone has to be capable or nothing happen”. Key words: leadership, school, principal
Technium Social Sciences Journal
The condition of school and the role of leadership are widely listed as must mediation for adopting the advancement, modernization, changes, and innovations in capacity building and teaching and learning practices (Lunenburg & Ornstein, 2021). This study aimed to determine the department heads’ leadership style and instructional supervision strategies as predictor of instructors’ job performance in the local colleges in Cavite. Specifically, it probed the relationship between the leadership style and instructional supervision strategies of department heads; leadership style and instructors’ level of job performance; and instructional supervision strategies and instructors’ level of job performance. Likewise, it probed the predictive ability of department heads’ leadership style and instructional supervision strategies, taken singly or in combination, of instructors’ level of job performance in the local colleges in Cavite. The findings unveiled that leadership style did not signific...
Instructional leadership and development of instructors at Malaysian Research Universities
2016
From the original idea of the university, changes and developments have deeply affected and shaped universities teaching and learning. As the focus on instructional leadership continues, questions have risen concerning leadership role and identifying capabilities and effective practices of instructional leaders in learning and teaching at Research Universities in Malaysia. Instructional leaders inspire, motivate, facilitate, lead, and direct other academic members in the higher education institutions to achieve organizational goals. This study provides an in-depth look at the practices of leadership in Malaysian Research Universities. This study employs a qualitative research approach. Data were collected through in-depth interview with people who hold leadership positions and have good influnce on teaching and learning at research universities and analysis of relevant documents. This analysis produced the emerging themes of the study. The findings of this study support the fundamen...
Professor as Facilitator: Shaping an Emerging, Living System of Shared Leadership in the Classroom
From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.
Enhancing Instructional Leadership Using In-House Training
i-manager's Journal on Educational Technology, 2020
This research is to investigate the role and function of in-house training to enhance the instructional leadership practices at the college-level higher education in Bangladesh. The existing policies regarding instructional leadership enhancement project is relatively unstudied and unpracticed here. To guide the study, an interpretivist paradigm and a qualitative research design are chosen to make sense of the complex social phenomenon of instructional leadership and in-house training. Again, the principals, vice-principals, heads of the department (HODs) and classroom teachers of five tertiary colleges of Pabna District are purposefully selected as participants. There are 8 semi-structured interviews for 5 principals and 5 vice principals, 10 HODs and 10 classroom teachers under central research questions. The gathered qualitative data were also analysed thematically. This study used various data triangulation methods to establish validity and reliability. All ethical consents were maintained very strictly. From the data analysis, the study finds that the instructional leadership practices can be enhanced through various cost effective in-house training like workshop, seminar, professional conversations, motivational discussions, mentoring, coaching, and conferencing. Successful in-house trainings establish proper mindset, develop soft skills, and enhance academic and applied understanding and proficiency on instructional issues. The study also explores that the outcome of the in-house training would be far better if it could be arranged under the supervision and coordination of an external training provider. If it can be done, the faculty members can get the flavor of both external and in-house training.
Elfrianto , 2020
The purpose of this research is to improve the quality of the culture in the Faculty of Teacher Training and Education at the Muhammadiyah Sumatera Utara University by developing collegial leadership models. The type of research used is development research (r and d) with ADDIE development models. The activities carried out in the first year only analysed the needs and preparation of instructional leadership model instruments in the Faculty of Teacher Training and Education at the Muhammadiyah Sumatera Utara University based on the quality of culture by taking into account the achievement of study program accreditation standards. The results show that in the planning activities carried out by the Head of the Study Program the components of the Study Program are: (1) compiling the program as discussed with the lecturer team, (2) updating the program and implementing the approved program, (3) the Head of the Study Program seeks solutions to any inhibiting factors found in the implementation of the program (4) and then take action to implement the agreed upon solution and oversee the preparation of the program. The expected target is to prepare a study program performance based on the implementation of accreditation standards in developing the quality of the Faculty of Teacher Training and Education at the University of Muhammadiyah Sumatera Utara. Thus, the results of long-term research in the form of accreditation-based program is designed as outlined in the Strategic Plan, Renop, RIP Lemlit and LPM.