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Relevant bibliographies by topics / Instructional leadership

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Academic literature on the topic 'Instructional leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Instructional leadership"

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Bjork, Lars G. "Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role." Journal of School Leadership 3, no. 3 (1993): 246–59. http://dx.doi.org/10.1177/105268469300300303.

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The national commission reports, which launched the most intensive and sustained effort to improve schools in America's history, confirmed the importance of instructional leadership. Although the role of the principal was initially emphasized, research studies on instructionally effective schools indicate that superintendents use their “bureaucratic” positions in the formal organization to improve instruction. They enact their instructional leadership roles through a broad array of activities including staff selection, principal supervision, establishing clear instructional goals, monitoring i

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Ortiz, Jr., Oliver, Hermie Blancia, Mirasol Pamittan-Gabaran, Vincent Lee Corpin-Garcia, and John Michael Dela Cruz. "School Heads’ Instructional Leadership Styles and Administrative Challenges as Perceived by School Heads and Teachers in The Philippines." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 114–21. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0225-009.

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Instructional Leadership is one of the most critical fibers to weave with all other aspects of leadership and governance among public schools in the Philippines. This study described and examined the instructional leadership styles of school heads and the administrative challenges they encountered relative to the delivery of instruction among the selected secondary schools in the Philippines. It utilized descriptive-correlational design where 100 randomly selected school heads and 100 randomly selected teachers from selected public schools participated as respondents of the study. Survey-quest

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Wang, Victor X., and Judith Parker. "Educational Leadership and Ralph Tyler." International Journal of Adult Vocational Education and Technology 2, no. 3 (2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.

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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructo

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Osei-Amankwah, Lydia, Philip Oti-Agyen, and Seth Twumasi. "Instructional Leadership Behaviours as Correlate Instructional Practices." international journal of Education, Learning and Development 12, no. 1 (2024): 1–14. http://dx.doi.org/10.37745/ijeld.2013/vol12n1114.

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The objectives of the study were to determine instructional leadership behaviour commonly practiced by heads, establish relationship between heads instructional leadership behaviours and teachers’ instructional practices. One research question and two hypotheses were raised to guide the study. The study employed descriptive survey design. Purposive sampling technique was used to select the teachers. A sample of 96 teachers was drawn from three senior high schools. Questionnaire was used to gather data from respondents. The overall reliability coefficient of 0.82 was obtained from the pre-testi

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Matebe, Tafere Gedifew. "Exploring the instructional leadership development practices in Ethiopia." Journal of Education and Learning (EduLearn) 14, no. 3 (2020): 402–10. https://doi.org/10.11591/edulearn.v14i3.15375.

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The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. The perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected

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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. F

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Roa, Mary Nellie T. "Personifying instructional leadership practices in the Centers of Excellence – Colleges of Nursing in the Philippines: A multi-case study design." Faculty Research Journal – Nursing 7 (May 31, 2021): 9–18. https://doi.org/10.5281/zenodo.11069818.

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The administration of curriculum and instruction by an institution's head is commonly described in instructional leadership. In recent times, the scope of instructional leadership has widened to include more dispersed strategies that emphasize shared and distributed empowerment among school staff, such as distributed leadership, shared leadership, and transformational leadership. Personifying the core values of the university is an instructional leadership disposition that captures the instructional leadership dimensions espoused by Hallinger et al. (2014) which are the following: (a) defining

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Stosich, Elizabeth Leisy. "Central Office Leadership for Instructional Improvement: Developing Collaborative Leadership Among Principals and Instructional Leadership Team Members." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (2020): 1–42. http://dx.doi.org/10.1177/016146812012200908.

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Background This study addresses the nexus of two significant yet under-researched areas of instructional leadership: the role of central office administrators in developing principals as instructional leaders and the potential for the instructional leadership team (ILT) to serve as a structure for supporting administrators and teachers in working collaboratively to improve instruction and student learning in their schools. Purpose Specifically, this study examines the efforts of principal supervisors—central office administrators responsible for supporting and evaluating principals—who aimed t

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Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.

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Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional developm

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Andrin, Glenn, Mario Ramil Pepito, Victoria Amadora, and Earl Dave Rocha. "Elevating Education: Instructional Leadership Practices of Principals in Cebu City's Selected Public High Schools." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 1, no. 11 (2024): 269–77. https://doi.org/10.5281/zenodo.14187731.

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<strong>Abstract</strong> <strong> </strong> This study examines the instructional leadership practices of principals in selected public secondary schools in Cebu City. Using Hallinger’s Principal Instructional Management Rating Scale (PIMRS), the study identifies key leadership practices in the areas of school goal setting, curriculum coordination, instructional supervision, and teacher incentives. Results show that principals display a moderate level of engagement in instructional leadership, with significant variation across schools and leadership dimensions. The study highlights

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Dissertations / Theses on the topic "Instructional leadership"

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Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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<p> Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an ins

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Brabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.

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Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional

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Nixon, Lori, and William Flora. "K12 Educational Leadership Training: Behind the Times with Instructional Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3035.

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Gill, Linda J. "Understanding New Principals' Transition to Instructional Leadership." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752460.

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<p> Understanding New Principals’ Transition to Instructional Leadership The purpose of this study was to understand the instructional leadership role development of new principals. The overarching research question that guided this study was: How do new principals transition into an instructional leadership role? Using a basic qualitative approach, 12 new principals participated in the study. Data collection included a series of three interviews with each principal. Additionally, they were observed enacting an instructional leadership activity.</p><p> Novice principals have a reperto

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Mercer, Nancy Anne. "Instructional Leadership for a School-Based Innovation." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30135.

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This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student behavior and the leadership of the principal during the implementation process. The anticipated outcome was that the researcher would discover that the principal followed steps outlined in professional research, however, what was learned were that some principals do not adhere to those guidelines. In this study, the principal researched, implemented, and oversaw the implementation, and she strategized a short-term plan for teacher

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Hejres, Sabah Khalifa. "Investigating the effectiveness of leadership styles on instructional leadership and teacher outcomes." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17160.

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There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a le

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Lee, Kyle A. "THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/12.

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In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process. This study examined how collective instructional leadership is

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Kidd, Robert E. Laymon Ronald L. "Perceptions of instructional leadership tasks of building principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713219.

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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), John T. Goeldi, Patricia H. Klass, Mary Ann Lynn, Richard M. Peters. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.

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Mafuwane, Barber Mbangwa. "The contribution of instructional leadership to learner performance." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24016.

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This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of l

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Books on the topic "Instructional leadership"

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W, Keefe James, Jenkins John M, and National Association of Secondary School Principals (U.S.), eds. Instructional leadership handbook. 2nd ed. National Association of Secondary School Principals, 1991.

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George, Davidson, ed. Leadership in instructional technology. Merrill, 1998.

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Townsend, Tony, ed. Instructional Leadership and Leadership for Learning in Schools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3.

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Hallinger, Philip, and Wen-Chung Wang. Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15533-3.

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Weber, James Robert. Instructional leadership: A composite working model. ERIC/CEM, 1987.

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Rossow, Lawrence F. The principalship: Dimensions in instructional leadership. Prentice-Hall, 1990.

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Educational Resources Information Center (U.S.), ed. Instructional leadership in a Pacific context. Pacific Resources for Education and Learning, 2001.

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1929-, Krey Robert D., and Krey Robert D. 1929-, eds. Supervision: A guide to instructional leadership. 2nd ed. C.C. Thomas Publisher, 2005.

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1948-, Warner Linda Sue, ed. The principalship: Dimensions in instructional leadership. 2nd ed. Carolina Academic Press, 2000.

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1941-, McEwan Elaine K., ed. 7 steps to effective instructional leadership. 2nd ed. Corwin Press, 2003.

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Book chapters on the topic "Instructional leadership"

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Ng, F. S. David. "Instructional Leadership." In Springer Texts in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_2.

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Jones, Leslie, and Eugene Kennedy. "Instructional Leadership." In Effective Technology Tools for School Leadership. Routledge, 2022. http://dx.doi.org/10.4324/9781003269472-5.

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Ng Foo Seong, David. "Instructional Leadership." In Instructional Leadership and Leadership for Learning in Schools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_2.

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Zepeda, Sally J. "Motivation and Supervisory Leadership." In Instructional Supervision, 5th ed. Routledge, 2025. https://doi.org/10.4324/9781032642130-7.

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Hallinger, Philip. "Developing Instructional Leadership." In Developing Successful Leadership. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9106-2_5.

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Hallinger, Philip. "Principal Instructional Leadership." In The Wiley Handbook of Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch21.

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Adams, Donnie, Kenny Cheah Soon Lee, Bambang Sumintono, Alma Harris, and Michelle Jones. "Principals' instructional leadership practices." In School Leadership in Malaysia. Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-6.

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Noman, Mohammad. "Distributed Instructional Leadership: The SHARE Model." In Educational Leadership. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8494-7_3.

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Sackney, Larry, and Brenda Mergel. "Contemporary Learning Theories, Instructional Design and Leadership." In Intelligent Leadership. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6022-9_5.

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Hallinger, Philip. "The Evolution of Instructional Leadership." In Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15533-3_1.

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Conference papers on the topic "Instructional leadership"

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Fatonah, Totoh, and Abubakar. "Instructional Leadership:." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.028.

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Stegeager, Nikolaj, and Anja Thomassen. "DEVELOPING TEACHING THROUGH INSTRUCTIONAL LEADERSHIP." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0761.

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Woo, David. "Measuring Instructional Leadership Capacity: Reliability and Construct Validity of the Measures of Instructional Leadership Expertise." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1588160.

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Fernandes, Eva. "Distributed and Instructional Leadership: Principals' Views of Their Leadership Practices." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2010581.

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Brandon, Jim. "Activating Overall Instructional Leadership: Creating District Conditions for Informed Instructional Support." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690689.

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Pashmforoosh, Roya. "Developing School Leaders' Instructional Leadership Through Reflection." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691843.

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Retnosari, Asti, Hasan Hariri, Sowiyah, and Riswanti Rini. "Implementation instructional leadership in Indonesia: Literature review." In THE 3RD INTERNATIONAL CONFERENCE ON PROGRESSIVE EDUCATION (ICOPE) 2021: Harmonizing Competencies in Education Transformation towards Society 5.0. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142543.

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Elfarargy, Hamada. "Examining Preservice Principal Preparation on Instructional Leadership to Advance Teachers’ Instructional Capacities." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2104948.

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Sudrajat, Ajat, and Abubakar. "Instructional Leadership and Capacity Building for Teaching Quality." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.089.

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Petrovic, Danijela S., and Selena Vracar. "UNDERSTANDING AND DEFINING INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPALS’ PERSPECTIVE." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact028.

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Reports on the topic "Instructional leadership"

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Ng, David Foo Seong, and Serena Wenshu Luo. An investigation of the impact of instructional leadership practices and school culture on staff performance in Singapore schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22689.

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This study investigates the impact of Instructional Leadership practices and School Culture on staff performance in Singapore schools. It is one of the three collaborative research projects drawn from a programmatic study. The programmatic study itself builds on the previous MOE funded baseline study on school leadership and organization change (OER CD 3/10).

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Siamoo, Peter. Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.984.

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Gray, Cheryl, Betty Fry, Gene Bottoms, Kathy O’Neill, and Susan Walker. Schools Need Good Leaders Now: State Progress in Creating a Learning-Centered School Leadership System. Southern Regional Education Board, 2007. http://dx.doi.org/10.59656/el-sb8356.001.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm

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Kádár, Éva. The Soviet method of shifting responsibility Show trials of state defence leaders in the Soviet Union and their impact on the Gábor Péter case. ELTE Faculty of Law, 2025. https://doi.org/10.58360/20250115-kadar.

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By analysing the responsibility of the successive Soviet leaders of state defence, Genrikh Yagoda, Nikolai Ezhov and Lavrentiy Beria, their role in building Stalin’s terror and the criminal trials against them, I want to answer the question of how Stalin’s model of transfer of responsibility and the instructions from the Soviet leadership influenced the Gábor Péter case. My aim is to explore how the model of the Beria trial and Soviet influence shaped the concept of the Gábor Péter case, how it added new elements to it, and finally, why real elements were included in the prosecution’s case. In

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Education Leadership: An Agenda for School Improvement. The Wallace Foundation, 2010. http://dx.doi.org/10.59656/el-sb5486.001.

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