Journal articles: 'Characteristics of the instructional leader'

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York-Barr, Jennifer, and Karen Duke. "What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship." Review of Educational Research 74, no. 3 (September 2004): 255–316. http://dx.doi.org/10.3102/00346543074003255.

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The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.

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Liou, Yi-Hwa. "Tied to the Common Core." Educational Administration Quarterly 52, no. 5 (August 20, 2016): 793–840. http://dx.doi.org/10.1177/0013161x16664116.

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Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.

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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.

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Yunas, Muhammad. "Dimensions of Principals’ Characteristics for Improving Efficiency of Schools." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 21–31. http://dx.doi.org/10.31686/ijier.vol2.iss10.244.

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The quality of education could be improved by promoting the internal efficiency of secondary schools, which largely depends on leadership skills of the principals. Principals today function as instructional leaders, who continuously struggle for promoting learning outcomes of pupils, understand curriculum content and instructional skills and motivate teachers to improve these skills by providing them professional and instructional support. Their instructional leaderships could be improved by knowledge of curriculum content and modern teaching methodologies, which promote the internal efficiency of schools. The principals benefit from each other in professional matters and promote collegiality among them. They interact with their colleagues to share knowledge and skills. The experienced principals are good mediators and conflict resolvers. They collaborate with parents and community for improving learning outcomes of students. Administrative competence is important in determining the performance of the best and worst schools. But it is hard to measure it directly. Years of administrative skills and planning are also relevant to competence, but are less likely to be available on any consistent basis and affect the internal efficiency of school. The education level of the principal must ensure that he is an excellent evaluator of the classroom and school objectives. He checks students’ work and gives feedback to teachers after classroom observations. Professional development of principals has an impact on the knowledge, skills and their dispositions. The professional development need of principal is somewhat different from those of teachers and is reflective of the four major categories of development: leadership skills, curriculum related (Instructional, supervision and evaluation) skills, human and financial resource management skills, and knowledge in using departmental rules and regulations. Effective supervision and good governance is affected by number of teachers in a school. Small number of teachers in school ensures close contact between principal and teachers, which makes monitoring and financial accountability more effective, resultantly promotes its efficiency.

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Wulansari, Ajeng, and Ahmad Aji Jauhari Ma’mun. "Karakteristik Kepemimpinan dalam Dunia Pendidikan untuk Merespon Era Disrupsi." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 2 (January 6, 2020): 287–316. http://dx.doi.org/10.14421/manageria.2019.42-06.

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Disruption brings fundamental changes in almost all aspects of life, changes are made by small institutions that are more agile and distributed, taking over the role of incumbents established. Disruption in education is defined as a new way that shifts the old way that is less relevant, such as technology, perspectives, approaches, teaching processes, instructional media, forms of classrooms and others. The reality of change creates a state of VUCA (Volatile, Uncertain, Complex and Ambiguous) where the world is very dynamic and difficult to predict. The old form of leadership is no longer able to deal with current changes, new leadership characteristics must be developed to face the future, addressing the needs and problems that arise from the uncertainty and ambiguity of the current situation. The study aims to discuss current literature and research on the characteristics of future leaders that are appropriate for responding to change. It also provides an overview of future leadership and provokes the birth of thoughts on leadership issues, especially in the field of education. The result show that the characteristic of future leadership are social and digital smart, collaborating, agile, adaptable, transformative, adept at technology, flexible, initiative, innovative, humble, free thinking, visionary, able to evaluate, think differently, and distributed leadership. This means that future leader must disrupt the role, disrupt the identity, and disrupt the meaning. Future educational leadership needs to be developed as an effort to deal with a a volatile, uncertain, complex and unclear environment or VUCA environment.

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Thessin, Rebecca A. "Establishing productive principal/principal supervisor partnerships for instructional leadership." Journal of Educational Administration 57, no. 5 (September 9, 2019): 463–83. http://dx.doi.org/10.1108/jea-09-2018-0184.

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Purpose The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader. Design/methodology/approach Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study. Findings In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice. Research limitations/implications This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district. Practical implications Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice. Originality/value Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.

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Proaps, Alexandra B., Shelby K. Long, Molly Liechty, and James P. Bliss. "Investigating the Influence of Agency on Trust in a Collaborative Game-Based Scenario." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 2086–90. http://dx.doi.org/10.1177/1541931213602004.

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This study is part of an ongoing investigation into the ways in which individual differences may interact with game characteristics to impact performance and subjective trust outcomes within virtual environments. In this study, researchers investigated the impact of team leader agency on trust and performance. Forty college students were told they were working alongside a computer-programmed team leader or a human team leader who provided instructions for twelve tasks in a first-person shooter game, Arma 3™. Results indicate that team leader agency may not impact subjective trust using this type of experimental manipulation, but that intrinsic motivation is related to trust outcomes. Results also indicate differences in the number of times participants reviewed the team leader’s task instructions as a function of agency. Implications for future research include measuring trust behaviorally and investigating whether game-based intrinsic motivation may mediate the relation between trust and performance.

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Shaked, Haim. "Social justice leadership, instructional leadership, and the goals of schooling." International Journal of Educational Management 34, no. 1 (January 6, 2020): 81–95. http://dx.doi.org/10.1108/ijem-01-2019-0018.

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Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals. Design/methodology/approach To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed. Findings The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship. Research limitations/implications This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored. Practical implications It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders. Originality/value Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

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Lowell, Victoria Lynn, and James Michael Morris Jr. "Multigenerational classrooms in higher education: equity and learning with technology." International Journal of Information and Learning Technology 36, no. 2 (March 22, 2019): 78–93. http://dx.doi.org/10.1108/ijilt-06-2018-0068.

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Purpose The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities. Practical implications To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom. Originality/value Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

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Moula, Mohammad Golam. "A Comprehensive Study on Effective Administration of University Leadership and Limitations." International Journal of Management and Humanities 5, no. 7 (March 30, 2021): 49–53. http://dx.doi.org/10.35940/ijmh.g1264.035721.

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University leadership means the overall state of the administrative structure of a university which many universities in Bangladesh and the world have failed to meet this demand. In this paper, the researcher goes on to show how effective authority of a university can be built and the survey further shows how important effective authority of a university. University leadership and administration is a serious characteristic as it is about the effective of the whole institution. Leading promoters encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Effective and capable administration of the university relies on the principal. Leadership effectiveness is more related to situational leadership style in research universities and in a global framework. Hence, training and advance in university leadership involves a systematic planning which will result to outstanding institution.

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Dike, Daniel Dike, Lusila Parida, and Sirilus Sirhi. "Pola Kepemimpinan Kepala Sekolah dalam Penguatan Karakter di Sekolah Dasar, Kota Sintang-Kalimantan Barat." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 1 (January 14, 2020): 1. http://dx.doi.org/10.26858/jkp.v4i1.10957.

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This study aims to describe the image of principal's leadership patterns in the formation of character values in elementary schools. The research design used a case study research at the Elementary School 07 Sintang, the Islamic Elementary School Sintang, and Elementary School Suluh Harapan Sintang. The subjects of the research used the area sampling method because of consideration of the special characteristics of the schools with reference schools, state Islamic schools and private Catholic schools. Data collection is done through observation, in-depth interviews and document studies. The selection of research subjects using the purposive sampling method. The subjects of these researches were 33 people’s consisting of three principals and 30 teachers. Data validity is done through the triangulation process. The results showed that the dominant leadership patterns in the three schools tended to be dominant in the instructional leader pattern. For the process of forming the students’ character to be more optimized, the principal must do a combination of leadership patterns. Transformative leadership patterns and cultural leadership must be cultivated in strengthening character by innovating strategic programs according to the conditions and abilities of the school. The character strengthening programs that are integrated into students' subjects and extracurricular for students must accommodate the six stages of the pyramid of habituation of character values.

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Nickerson, Susan D., Meredith Vaughn, Lisa Lamb, Donna Ross, Randolph Philipp, Raymond LaRochelle, and Kathy S. Williams. "A Model for Selecting Exemplary Mathematics and Science Teacher Leaders." Journal of School Administration Research and Development 3, no. 1 (June 20, 2018): 67–73. http://dx.doi.org/10.32674/jsard.v3i1.1933.

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Teachers’ situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathemat- ics and science teachers and supported them in enrich- ing their instructional practice and in becoming in- structurally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders.

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Cozza, Barbara, Patrick Blessinger, and Marcella Mandracchia. "Effectiveness of graduate programs in administrative and instructional leadership." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 2–21. http://dx.doi.org/10.1108/jarhe-10-2013-0046.

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Purpose – The purpose of this paper is twofold: to assess the effectiveness of the school building and school district leadership programs within the School of Education at a large private university and to find areas for improvement in these programs. Design/methodology/approach – This study utilized a qualitative grounded theory research strategy using a case study approach of two campuses of the university. Each case study utilized the same data collection methods and data analysis procedures in order to increase validity. Findings – The key findings revealed that the graduates emphasized the importance of professional support via a cohort structure, a sound program philosophy, and a comprehensive and coherent curriculum. Recruitment and administrative internships were two effectiveness criteria not emphasized by the participants. Thus, the findings suggest the program could be enhanced by the creation of leadership portfolios and quality administrative internships. These findings are also consistent with the transfer of learning theory. Research limitations/implications – Educational leadership preparation programs continue to be highly relevant fields of study as society places greater expectations on school leaders for meeting learning outcomes and educational standards. Increased calls for accountability have initiated more research on conditions and other factors that lead to enhanced student learning in these programs. To the extent that other universities have similar programs in place, the findings may benefit them in developing or improving their own program(s). Practical implications – The paper includes implications for the development of innovative programs in administrative and instructional leadership. The findings of this study suggest the program could be enhanced by the creation of leadership portfolios (digital and non-digital) as a culminating experience to summarize accomplishments, demonstrate competencies, and to serve as an authentic form of assessment, as well as the creation of quality administrative internships to provide students with real-life opportunities while they go through the program. Originality/value – This paper fulfils an identified need to study those program characteristics that have been shown to have the strongest relationship to school improvement.

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Almarshad, Yousef Ogla. "The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis." International Journal of Education 9, no. 2 (May 23, 2017): 1. http://dx.doi.org/10.5296/ije.v9i2.10263.

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This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

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Agasisti, Tommaso, Alex J. Bowers, and Mara Soncin. "School principals’ leadership types and student achievement in the Italian context: Empirical results from a three-step latent class analysis." Educational Management Administration & Leadership 47, no. 6 (April 16, 2018): 860–86. http://dx.doi.org/10.1177/1741143218768577.

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This study investigates the existence of various leadership types in a sample of lower secondary school principals across Italy ( n = 1073). Information is obtained using a questionnaire about instructional practices and leadership perceptions administered by the National Evaluation Committee for Education (INVALSI). Employing a latent class analysis (LCA) for the specification of the educational production function (EPF), we identify three subgroups of school leaders: educative leaders (49% of the total sample), who support school improvement that utilises teachers’ skills; leaders who teach (35%), who are actively present in the classroom; and transactional leaders (16%), who support the school and balance various viewpoints. We then analyse the data to ascertain if some principals’ individual characteristics and school context factors are statistically correlated with the probability of having certain leadership attitudes. Finally, we provide evidence that schools with ‘leaders who teach’ report lower academic test scores; this third step is novel as few previous studies have attempted to link leadership styles and test scores. However, the difference in test scores across groups disappears when the geographical factor is accounted for, pointing to the importance of contextual factors in that they affect both leadership types and educational outcomes.

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Campbell, Peter, Marilyn Chaseling, William Boyd, and Bradley Shipway. "The effective instructional leader." Professional Development in Education 45, no. 2 (July 4, 2018): 276–90. http://dx.doi.org/10.1080/19415257.2018.1465448.

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Cravens, Xiu, Timothy A. Drake, Ellen Goldring, and Patrick Schuermann. "Teacher peer excellence groups (TPEGs)." Journal of Educational Administration 55, no. 5 (August 7, 2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.

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Purpose The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes. Design/methodology/approach Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted. Findings The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics. Social implications The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching. Originality/value The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

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Merrell Hansen, J., and Rosemarie Smith. "Building-Based Instructional Improvement: the Principal as an Instructional Leader." NASSP Bulletin 73, no. 518 (September 1989): 10–16. http://dx.doi.org/10.1177/019263658907351803.

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Herawan, Endang. "KINERJA KEPALA SEKOLAH SEBAGAI INSTRUCTIONAL LEADER." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 2 (August 25, 2016): 259. http://dx.doi.org/10.17509/pedagogia.v13i2.3551.

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One of the tasks that must be performed by a school principal is the leader. To achieve quality learning, principals in running leadership should be oriented or focus on learning. Leader learning in performing their duties aimed at aspects of the curriculum, PBM, assessment of learning outcomes, teacher development, creating a conducive environment that allows teachers and guide students can study well. To be able to carry out leadership learning required set of competencies, is to formulate learning objectives, directing and guiding curriculum development , improvement PBM, evaluating the performance of teachers and develop it, build a learning community and continuous improvement and build a community of learners .Keywords: Leadership, Competence, Community.

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Herawan, Endang. "KINERJA KEPALA SEKOLAH SEBAGAI INSTRUCTIONAL LEADER." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 3 (March 30, 2017): 167. http://dx.doi.org/10.17509/pedagogia.v13i3.6002.

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Untuk mewujudkan pembelajaran yang berkualitas, kepala sekolah dalam menjalankan kepemimpinannya hendaknya berorientasi atau focus pada pembelajaran. Pemimpin belajaran dalam melaksanakan tugasnya ditujukan pada aspek kurikulum, PBM, penilaian hasil belajar,pengembangan guru, menciptakan suasana yang kondusif yang memungkinkan guru dan murid bisa melaksnakan pembelajaran dengan baik. Untuk dapat melaksanakan kepemimpinan pembelajaran diperlukan seperangkat kompetensi, yaitu merumuskan tujuan pembelajaran,mengarahkan dan membimbing pengembangana kurikulum, melakukan perbaikan PBM, mengevaluasi kinerja guru dan mengembangkannya, membangun komunitas pembelajaran serta melakukan perbaikan berkesinambungan dan membangun komunitas pembelajar

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Yost, Deborah S., Robert Vogel, and Michael D. Rosenberg. "Transitioning from Teacher to Instructional Leader." Middle School Journal 40, no. 3 (January 2009): 20–27. http://dx.doi.org/10.1080/00940771.2009.11495583.

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Hutto, James. "Instructional Leader! Model the Appropriate Behaviors." NASSP Bulletin 72, no. 505 (February 1988): 113–14. http://dx.doi.org/10.1177/019263658807250525.

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Khazzaka, Joseph. "The Instructional Leader as Cultural Mediator." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 3 (January 1997): 121–24. http://dx.doi.org/10.1080/00098655.1997.10543908.

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Omer, Dr Fazle, Dr. Farhadullah, and Dr. Naseem Akhter. "The Structure of Madinah’s State, A Study from the Prophet Muhammad (PBUH) Seerah." rahatulquloob 3, no. 2(2) (December 10, 2019): 43–51. http://dx.doi.org/10.51411/rahat.3.2(2).2019.227.

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Hazrat Muhammad (PBUH) being the last the final Prophet, was sent as a source of absolute kindness and mercy to the whole of humanity. His life after prophet hood is divided into two phases i.e. Makki and Madani. The former is mainly concerned with preaching of monotheism while the latter was the busiest phase of his life having crucial importance in framing an absolute example for his followers till the last day. Madani phase is consisted upon ten years, in which the Prophet (PBUH) performed multiple duties of preaching, negotiation, reformation, defense, education, instruction, reconciliation, leader-ship and Heading a state. The holy Prophet (PBUH) established the first Islamic state in Madinah in which he acted dual role of heading the state as well as the Government, simultaneously. In the current paper, the anatomy and characteristics of the first Islamic state will be elaborated in order to give an insight for adorning the present system with its qualities for providing a perfect model of an Islamic welfare state.

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Litchfield, Donald J. "If you want me to be an instructional leader, just tell me what an instructional leader does." Peabody Journal of Education 63, no. 1 (September 1985): 202–5. http://dx.doi.org/10.1080/01619568509538509.

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Okhrimenko, Irina B., Marina A. Stavruk, Irina A. Akhmadullina, Natalia V. Ippolitova, and Aleskandr A. Korostelev. "Mental load and emotional stability of a higher education employee with a socially active status." Revista Tempos e Espaços em Educação 13, no. 32 (November 5, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14684.

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The article deals with the topic of improving the ways of protecting the interests of employees, namely, the problem of selecting the leader based on the informal characteristics, including the psychological features rather than by the administrative instructions. Based on scientific literature the authors give their understanding of “mental load” and "emotional stability". Using experimental data, the authors prove the hypothesis about the leadership as a result of combination of three factors: firstly, the problem-solving by the group; secondly, the group’s composition; and finally, the leader’s personal qualities. The research is based on the theoretical and empirical scientific methods’ use. 208 employees took part in the survey devoted to the assessment of the Trade Union leader’s activity. In conclusion, the authors identified the main components of psychological load and emotional stability of a higher education employee with a socially active status. The researches came to the conclusion that the leader’s fundamental basis includes: personal qualities, tolerance, the resistance to the mental stress effects; the ability to create a favorable socio-psychological climate in the team and apply certain motivational and managerial methods; the leadership abilities; and the ability to communicate and solve conflict situations.

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Kruml, Susan M., and Mark D. Yockey. "Developing the Emotionally Intelligent Leader: Instructional Issues." Journal of Leadership & Organizational Studies 18, no. 2 (August 11, 2010): 207–15. http://dx.doi.org/10.1177/1548051810372220.

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Mangin, Melinda M., and Sara Ray Stoelinga. "The Future of Instructional Teacher Leader Roles." Educational Forum 74, no. 1 (December 18, 2009): 49–62. http://dx.doi.org/10.1080/00131720903389208.

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Francisco, Christopher DC. "Instructional Leadership Framework in the New Normal Education." Instabright International Journal of Multidisciplinary Research 2, no. 1 (June 15, 2020): 01–13. http://dx.doi.org/10.52877/instabright.002.01.0006.

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Leadership, in general, is about influencing other people towards the actualizing of the organizational goals and objectives. In this paper, it emphasized the situational leadership and how could be applied in a more realistic sense and vital in any educational institutions. This paper used qualitative-hermeneutical approach in the sense that it extends various instructional leadership framework or model in the new normal education. Results revealed that: (1) A Situational Leader is a very flexible leadership. In this sense, this leader could be able to manage a diverse environment, community, and individuals; (2) Path-goal theory of leadership maximizes the capabilities and potentials of each members in order to achieve the organizational goals which means to say that the leader of this kind might have a very healthy environment where all its members work together and open for collaborations until the end; (3) Leadership and culture are two important elements in every organization because a leader must be sensitive enough to respect the relativity of each culture in the organization and yet leading it towards schools’ excellence; (4) Leadership and ethics also play a vital role in the organization in the sense that a leader must possess integrity and truth. This leader also has a heart for its members where he or she is able to care for its members. He or she also preserves the dignity of the whole organization. It was recommended that leaders in the new normal should be flexible and willing to accept changes, leaders should maximize potentials, sensitive to one’s culture, and ethical in term of their commitment towards the attainment of quality education despite pandemic.

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Stronge, James H. "Defining the Principalship: Instructional Leader or Middle Manager." NASSP Bulletin 77, no. 553 (May 1993): 1–7. http://dx.doi.org/10.1177/019263659307755302.

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Blome, Arvin C., and Mary Ellen James. "The Principal as Instructional Leader: An Evolving Role." NASSP Bulletin 69, no. 481 (May 1985): 48–54. http://dx.doi.org/10.1177/019263658506948107.

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Thoms, George H. "Will the real instructional leader please stand up?" Peabody Journal of Education 63, no. 1 (September 1985): 196–201. http://dx.doi.org/10.1080/01619568509538508.

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Playko, Marsha A. "Mentors for administrators: Support for the instructional leader." Theory Into Practice 30, no. 2 (March 1991): 124–27. http://dx.doi.org/10.1080/00405849109543489.

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Sheng, Zhaohui, Lora Wolff, Lloyd Kilmer, and Stuart Yager. "School Administration Manager: Redefining the Principal's Role as an Instructional Leader." Journal of School Leadership 27, no. 1 (January 2017): 119–42. http://dx.doi.org/10.1177/105268461702700105.

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In response to an increasing emphasis on instructional leadership and school achievement, the School Administration Manager (SAM) model was introduced as a change strategy to release principals from managerial responsibilities so that more time can be devoted to instructional leadership. The study collected and analyzed survey and focus group interview data to evaluate the impact of SAMs on principals’ management and instructional leadership. In addition, the study examined if school level (elementary or middle school) affects the impact of SAMs. Results illustrate SAMs have a positive impact on management and instructional leadership and the impact was stronger at the middle school level.

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Sergeichik, T. S. "Psychological and Pedagogical Conditions for Creating the Learning Environment in the Multiethnic Space of the University." Bulletin of Kemerovo State University 22, no. 3 (October 29, 2020): 766–77. http://dx.doi.org/10.21603/2078-8975-2020-22-3-766-777.

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The present research featured the psychological and pedagogical conditions that shape the learning environment in the multiethnic space at university. The article focuses on the methods and technologies that develop a multiethnic learning environment based on the psychological phenomena of leadership and group norms. These methods evolved from psychological theories of leadership, norm formation, and small group development. The article also describes how these methods and technologies can be implemented in practice in order to provide the most favorable environment in conditions of ethnic diversity. The technologies include directing leader’s activity and developing group norms. The first technology sets behavior patterns and develops personal qualities of the leader while attracting other students’ attention to his or her activities. The method of developing group norms includes instruction, group discussion, private counseling on intercultural issues, and teacher’s own role model. Methods and technologies for creating a favorable learning environment are based on the need to bring up an ethno-oriented personality. These methods affect psychological characteristics of students, especially those associated with the ability to modify one’s behavior for beneficial intercultural communication. In the context of the multicultural learning practice, the educational tasks of the selected technologies of psycho-pedagogical interaction are to immerse students in the cognitive multicultural process, thus using the multicultural environment of the university as a factor of self-development.

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Kentli, Fulya Damla. "CULTURAL HISTORICAL ACTIVITY THEORY: EXPLORING PRINCIPALS’ INSTRUCTIONAL LEADERSHIP." CBU International Conference Proceedings 4 (September 23, 2016): 287–91. http://dx.doi.org/10.12955/cbup.v4.770.

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Instructional leadership activities are significant for school development. Although many researchers in this field consider leadership activities relating to the work of school principals, in effect, leadership is a network activity that includes all school staff. This study aims to show this interdependence network activity within Cultural Historical Activity Theory. The research question is “what are the activities of an instructional leader?” in order to understand instructional leadership activities in school from perspectives of Turkish graduate students and Cultural Historical Activity Theory. The answers are conceptualized within the framework of an Activity Theory. The students were asked to write about the activities of an instructional leader in the first and last course of the semester. Eighteen graduate students participated in this study.

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Dahal, Hikmat. "Perception of Teachers towards School Principal as Instructional Leader." Nepal Journal of Multidisciplinary Research 3, no. 2 (November 24, 2020): 86–96. http://dx.doi.org/10.3126/njmr.v3i2.33039.

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The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. 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 principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals 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. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals 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. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.

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Baron, Mark, and Perry Uhl. "Leader 1-2-3 Training Influences Instructional Leadership Behaviors." NASSP Bulletin 79, no. 574 (November 1995): 62–68. http://dx.doi.org/10.1177/019263659507957411.

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Ginsberg, Rick. "Worthy Goal ... Unlikely Reality: The Principal as Instructional Leader." NASSP Bulletin 72, no. 507 (April 1988): 76–82. http://dx.doi.org/10.1177/019263658807250716.

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McGrevin, Carol, and Cherie Lohr. "Faculty Meetings: An Administrative Tool for the Instructional Leader." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 2 (October 1989): 70–72. http://dx.doi.org/10.1080/00098655.1989.9955729.

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Ashbaugh, Carl R., and Katherine Kasten. "Educating the Reflective School Leader." Journal of School Leadership 3, no. 2 (March 1993): 152–64. http://dx.doi.org/10.1177/105268469300300205.

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This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.

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Behehsti, Mobina, Ata Taspolat, Ã–mer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 1 (February 16, 2018): 61. http://dx.doi.org/10.18844/wjet.v10i1.3186.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from traditional instructional approach as Video Based Learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as learnersâ€™ satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. The paper would be useful for anyone interested in designing, preparing and implementing instructional videos.

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Behehsti, Mobina, Ata Taspolat, Omer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 2 (May 11, 2018): 79–87. http://dx.doi.org/10.18844/wjet.v10i2.3418.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, and is the principal delivery system of information in classes particularly in online courses as well as serving as a foundation for many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from the traditional instructional approach to video-based learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as the learners’ satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. This paper would be useful for anyone interested in designing, preparing and implementing instructional videos.Keywords: Video-based learning, technology boosted education, VBL pros and cons, review of study, instructional video.

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Gagne, Robert M. "Characteristics of instructional technologists." Performance + Instruction 26, no. 2 (March 1987): 26–28. http://dx.doi.org/10.1002/pfi.4160260212.

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Gaitanidou, Athanasia, Vassiliki Derri, Athanasios Laios, Evangelos Bebetsos, and Fotios Kalfopoulos. "Leadership: The Effect of Gender on the Openness in Experience and on the Practices of Educational Leadership in Differentiated Teaching." Journal of Education and Training 7, no. 1 (November 15, 2019): 1. http://dx.doi.org/10.5296/jet.v7i1.15836.

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In last decades researches have been undertaken on educational leadership and the linking of the various leadership models with the improvement of school units. Leader's characteristics are an important factor in the leadership's interpretation. The aim of the present study was to look for possible differences in the behaviors of the educational leadership: (a) differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content, (b) the personality trait, the openness in experience of male and female principals, and (c) assess the impact of personality traits, receptivity to experience, behaviors of educational leadership in diversified teaching with regard to the kinesthetic type of intelligence and the cross-thematic teaching content. The survey involved 194 principals from all regions of Greece. The quantitative analysis of the data confirmed the practice of teaching practices in differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content by women to a greater extent but not statistically significant. Differences between the male and female principals were statistically significant in the personality trait “Openness in experience” in favor of women. The "Openness in experience" feature interpreted 12.3% of the "Instructional leadership in kinetic cross-thematic approaches", F (1, 192) = 26.909, p <0.001. This study is of great importance for the selection and training of primary school unit principals in guiding differentiated teaching, in terms of learning profile and cross-thematic content.

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Mumford, Michael D., Stephen J. Zaccaro, Julie F. Johnson, Marisa Diana, Janelle A. Gilbert, and K. Victoria Threlfall. "Patterns of leader characteristics." Leadership Quarterly 11, no. 1 (March 2000): 115–33. http://dx.doi.org/10.1016/s1048-9843(99)00045-4.

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Somoza-Norton, Andrea, and Natasha Neumann. "The Assistant Principal as Instructional Leader: The Redesign of the AP Position in the 21st Century." Journal of School Administration Research and Development 6, no. 1 (May 31, 2021): 43–51. http://dx.doi.org/10.32674/jsard.v6i1.2444.

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Every campus leader is critical in supporting student achievement, most notably the principal and the often-unnoticed assistant principal (AP). The problem this study addresses is the lack of advancement in the AP’s role as an instructional leader in light of educational reform and the demands of the 21st century. To address this issue, the purpose of this study was to mine the literature to understand the role of the AP. A semi-systematic review of the limited literature on this topic indicated the AP, whose role has historically been a manager and disciplinarian, must be redefined to reflect an instructional and equitable leader actively seeking to ensure access and opportunity for all students. These findings suggest that the AP should be duly prepared and supported as teaching, learning, and educational leadership continue to evolve in these extraordinary times. Based on a synthesis of the literature, we argue for a revision of the outdated AP role to one more reflective of increased awareness regarding instructional leadership, student diversity, equity, and access within the current educational environment of standards-based reform.

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Ahn, Joonkil. "Taking a Step to Identify How to Create Professional Learning Communities—Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-based Teacher Professional Learning Community." International Education Studies 10, no. 1 (December 26, 2016): 82. http://dx.doi.org/10.5539/ies.v10n1p82.

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This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.

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Niece, Richard D. "The Principal as Instructional Leader: Past Influences and Current Resources." NASSP Bulletin 77, no. 553 (May 1993): 12–18. http://dx.doi.org/10.1177/019263659307755304.

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Kaufman, Cathy C. "Using Technology To Upgrade The Principal's Role as Instructional Leader." NASSP Bulletin 81, no. 587 (March 1997): 98–101. http://dx.doi.org/10.1177/019263659708158714.

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Journal articles on the topic 'Characteristics of the instructional leader'

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