Exploring Head Teacher Leadership as Instructional Resource for Staff: Stories from a School of South Asia (original) (raw)
Related papers
Instructional Leadership of the School Head: A Phenomenological Study
Psychology and Education: A Multidisciplinary Journal, 2024
This qualitative study investigated the instructional leadership, teacher-administrator relationships, and professional development strategies of the school heads in promoting the professional development of senior high school teachers. As the field in teaching advances, effective instructional leadership strategies are essential for enhancing teacher efficacy and promoting a culture of continuous professional development. This study explored the experiences of school heads in supporting teachers' professional development among senior high schools in Baybay City. Utilizing a phenomenological study approach, data were collected through in-depth interviews with nine school heads in the Schools Division of Baybay City. The analysis revealed three key themes: empowered and sustained leadership, similarities, and differences in leadership, and designing a professional development plan. These findings showed that school heads have had in aiding teachers with their professional progress lead through effective leadership strategies in supporting teachers through supervising, monitoring, coaching, and promoting an effective instructional climate. School heads who prioritize collaboration within the school community create a supportive culture where teachers feel encouraged to share ideas and seek peer coaching and mentoring. Also, school heads who provide constructive feedback improve instructional leadership practices and create trust and mutual respect within their organization. The implications of these findings emphasized the need for school heads to implement a more proactive approach in their leadership roles, ensuring that professional development programs are associated with teachers' specific needs and challenges. By effectively leading professional development, school heads can significantly influence teachers' growth, leading to develop instructional quality and learner outcomes. In the end, this study contributed to the body of knowledge regarding instructional leadership by emphasizing the importance of supportive and innovative practices that empower senior high school teachers in their professional development careers.
Leadership Practice of a School Administrator: A Narrative Inquiry
Rainbow Journal, 2019
This paper presents a narrative inquiry into a school administrator of a high school in Kathmandu. The objectives of the study were to explore how an administrator makes meanings of his leadership practice and why he enacts leadership the way he does. Using narrative inquiry as a research method and intersecting the narrative analysis by drawing on Bush’s (2010) three dimensions of leadership, the researcher evaluated Rupak’s role as an administrator, made meaning of his perceptions and contested his assumed responsibilities with the responsibilities he has been assuming. Among the three leadership dimensions – influence, values and vision, it was perceived from the participant’s personal practical experience that all three dimensions did not emerge in a linear sequence. Values and vision may be the driving force of the participant’s leadership practice whereas influence may or may not be intentional. By bringing forth the participant’s first-hand accounts it is hoped that the findi...
Leadership behaviour and practices of a Head Teacher in an excellent school
2010
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...
Role of Instructional Leadership in Successful Execution of Curriculum: Head Teachers’ Perspective
Global Social Sciences Review
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...
2021
In the past decade learning outcomes in public basic schools in Ghana have fallen far below the targets of the Ministry of Education as less than a third of primary school children reach proficiency in English or in Mathematics. In the wake of this low performance, there has been a call for the professionalization and strengthening of instructional leadership in Ghanaian basic schools to facilitate effective teaching and learning. Employing qualitative research strategy through interviews, this study sought to investigate instructional leadership practices of 14 school leaders in the basic schools of one educational district of Ghana. The study found limited shared instructional leadership aimed at improving instruction. It seems instructional leadership was related to managerially focused idiosyncratic teaching and learning practices underpinned by behaviourism. Head Teachers had entrenched a leadership culture driven by central policies and expectations.
2021
The key rationale behind this primarily instrumental case study (in three Scottish secondary schools) was the need to comprehend more clearly the scope, nature and influence of secondary Head Teachers' leadership for learning. This is generally understood as leadership that is directed at the learning of pupils and the teaching of teachers. Crucially, it is also concerned with influencing the conditions that nurture and support these. Leadership for learning underpins the Scottish Standard for Headship (General Teaching Council Scotland, 2012), designed to support the learning and self-evaluation of Head Teachers. Within existing literature there is a need for more information on the practice of leadership for learning, particularly around what it is that Head Teachers actually do in practice that is focused on improving learning and teaching (Kalman and Arslan, 2016; Hitt and Player, 2018; Nuemerski, 2013). This study provides a more detailed understanding of the how of leaders...
Head Teacher as an Instructional Leader in School
Instructional leadership has become one of the most widely researched topics. This type of leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by head teachers as an instructional leaders in schools through the perceptions of teachers. To achieve this purpose descriptive research method was used. The study was quantitative and survey type in nature. The sample consisted of 200 secondary school teachers. The data were collected from teachers by using a self-developed questionnaire. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that head teachers support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students' performance and solve the problems of teachers as an instructional leaders. It is recommended that head teachers may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Head teachers may be motivated to teachers by giving different incentives in the shape of awards for bringing innovation in school.
Headteachers' Instructional Leadership at Community Schools
2021
This article explores instructional leadership of few head teachers of Dhading district. Due to the primitive model of school leadership, students faced obstacles in achieving educational goals. The objectives of this research are to explore the tradition of the head teachers' leadership of school and the role of the head teachers for the transformation of the educational attempts and achievements. This research followed phenomenological research method. Five head teachers leading the schools for more than a decade were interviewed. The data thus collected were interpreted through coding, categorizing and comparing the key themes. The research finds that the leadership role of the head teachers in the past was responsible for lagging behind the target of the educational achievement as recommended by the curriculum. This study concludes that the school leadership must be cross-threaded in instructional process, pedagogy, information, and communication technology (ICT).
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.