Headteachers' Instructional Leadership at Community Schools (original) (raw)
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Transformational leadership has been characterized by vision and inspiration while the emphasis of instructional /pedagogical leadership is on framing clear goals and objectives and then achieve them through careful planning and monitoring. Headteachers play the leading role in school improvement and increase and maintain instructional effectiveness. Their prime focus is on learning outcomes and enhancing the quality of the teaching-learning process. A qualitative research design was applied to get headteachers’ perspectives about role of instructional leadership in successful execution of the curriculum. Purposively 14 headteachers were selected to conduct interview. Among them 7 were female headteachers and 7 were male headteachers. The interview protocol was developed after reviewing literature and discussing role of instructional leaders in successful execution of curriculum with experts in the area and renowned educationists. It was revealed that school heads as instructional l...
Educational Research and Reviews, 2014
Educational change and reform initiatives currently prevailing at global, national, and local levels seem to require school systems and school leaders to be instructionally focused. A focus on instructional leadership seems to entail, among other things, restructuring of the schools' instructional leadership system in a way that can actively respond to the call for promoting quality teaching and learning, and thereby enhancing the efforts in addressing quality education for all. Accordingly, the purpose of this study was to explain and describe the differences between principal's and teachers' perceptions and understandings of instructional leadership at Birakat Primary School. Questionnaires and interviews were used with the principal, along with two teachers from the 1st cycle grades and two teachers from the 2nd cycle grades. The collected data were analyzed qualitatively and aggregated to examine the respondents' perceptions on instructional leadership. The findings revealed a few differences between the principal's and teachers' perceptions. There was no consensus on the time frame a principal should spend on instructional leadership; none of the teachers chose the same time frame as the principal did. Another difference was with the definition of instructional leadership. Teachers focused on personal characteristics to define an instructional leader, whereas the principal defined instructional leadership focusing on the activities he has to accomplish in enhancing instruction. A third difference was observed on the impact of the instructional leader on a school. In this regard, the principal focused on establishing school culture where by the school community develops shared belief that students' learning is the first priority of the school, whereas the teachers emphasized the professional or supervisory support teachers must get from the principal. The implications of these findings seemed to indicate the need for school educators to engage in clear communication and continuous professional dialogue about the responsibilities of the principal. Also, the policies and procedures need to be put in place to provide the necessary professional development for enhancing both principals' and teachers' orientations of how to effectively and efficiently lead the teaching-learning at schools so that the targets for providing quality education for all would likely be reachable.
School Heads’ Instructional Leadership: Teachers’ Perception
The study was purposely conducted to understand and explore teachers’ perception on the Instructional Leadership which the school heads performed. It established the concept and context of instructional leadership in terms of the delivery of the curriculum management, staff development, learning environment, recourse management and community building. It also further explores on how these instructional leadership traits work in different levels in the organization and generated evidence on the traits to affect effective classroom instruction. This paper adopted the exploratory research approach Respondents of the study were conveniently selected and utilized guide questions that generated authentic responses. Gathered data were collated and treated according to theme and nodes which were subjected to NVIVO 9 (trial version) software. Results showed that teachers’ perception among school heads’ instructional leadership found to be efficient, effective and productive given practices that the school heads have shown. Efficiency in management and administration in the school organization is an essential inputs to organizational effectiveness and effectiveness of given traits are best whenever and whatever level the school head is in context and finally, productivity is expected when, minimization of several resources is practised and maximum output is produced.
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The purpose of this study is to explore the behaviours and practices of a head teacher in an excellent school. This study also intends to find out the leadership behaviours and practices of the head teacher that contribute towards the excellent academic and co-curricular achievements and how the excellent results are consistently maintained year after year. Additionally, this study also hopes to explore the head teacher’s administrative style in the school. The qualitative research framework was adopted to gain an understanding of the head teacher’s leadership behaviour and practices. The research design was a single case study, where data was collected through interviews, observations and document analysis. The school under study scored more than ninety percent passes in the UPSR examination, sports and co-curricular champions at the zone and district level besides being free of any discipline problems. The subject in this study was the head teacher of the school while the key info...
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At present, head teachers’ role as an instructional resource for the staff has been given a great emphasis to be carried out worldwide. However, a number of false practices of head teachers are often narrated by the school staffs which have hindered the creation of a motivating working environment. Hence, this paper aims at exploring what experiences the head teacher and teacher have assembled in the course of head teacher leadership practices as an instructional resource for the staff. The paper is based on narrative inquiry where a head teacher and the teacher from the same school were selected purposively as research participants for in-depth interview. From prolonged engagement with the participants, this study explored that head teacher leadership practice which was expected to act as an instructional resource for the staff was found counter-practiced though they narrated their awareness about the discourse. These pitfalls were narrated so considering the head teacher leadershi...
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This research study was a mixed method design which was initiated to study the analysis of the role of School Heads in building educational leadership capacity of teachers at school levels in District Mardan. This study was based on primary data, the data which was collected through questionnaires and interviews from Teachers and Principals of the schools in district Mardan. The sample of data was consisted of 15 High and Higher Secondary Schools. The data was collected from 15 Secondary and Higher Secondary Schools where 60 Teachers and 15 Principals/Head-masters were respondents of this research study. Convenient and snowball sampling techniques were used for the selection of study respondents. Using REACH model, the results indicated that risk-taking, effectiveness, autonomy, collegiality and honor were considered as indicators of leadership at school teachers, and all the qualities were found in school teachers of District Mardan. This study also found that motivation and support of head-masters play a significant role in building teachers’ capacity and enhancing leadership qualities in them.
Instructional leadership: the Role of Heads of Schools in Managing the Instructional Program
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In recent decades, much has been given to educational leadership. This increasing discourse stems from the popularized claim that effective leadership makes a significant difference to school performance and student outcomes. Thus, the present paper provides a narrative review of the article published under the title of “Instructional leadership: The role of heads of schools in managing the instructional program”. This review aimed at identifying the strengths and flaws of the article so that it becomes imputes for future studies. The reviewed study was conducted in Iringa urban six secondary schools of Tanzania. The study aimed at investigates the instructional leadership (IL) practices of heads of secondary schools in managing the instructional program to enhance classroom instruction and student learning. The appraised study was guided by the qualitative framework, mainly on a case study design. The study data were generated from interviews, focus group discussions, and observati...
Headmasters' Instructional Leadership and Its Relationship with Teachers Performance
Universal Journal of Educational Research, 2020
The Ministry of Education's continuous effort in ensuring the success of education transformation requires the commitment of headmasters with instructional leadership qualities and high performing teachers. The role of instructional leadership is vital and can be a determinant of excellence and achievement of the desired education. There were three objectives of this study: (1) to identify the level of instructional leadership practice by the headmaster; (2) to identify the level of performance of the teachers; and (3) to identify the relationship between the level of instructional leadership practice and teacher performance. This study is a descriptive research using survey design involving 92 teachers of a National Primary School (Tamil) (SJKT) in Jasin, Melaka, Malaysia. The instrument was a questionnaire on teacher leadership instructional styles and teacher performance. Descriptive statistics (frequency) and inference statistics (Spearman's correlation test) have been used to answer the objectives of this study. The result showed that the level of instructional leadership of the headmasters and the level of performance of the teachers were high and there was a significant relationship between the headmaster instructional leadership practice and the performance of the teachers. Based on the findings of the study, it is proposed that the Ministry of Education Malaysian periodically and continuously conduct leadership training for all headmasters including SRJKT to improve the performance of teachers.