Relevant bibliographies by topics / Instructional leadership role

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Instructional leadership role'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Instructional leadership role"

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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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Lingam, Govinda, Narsamma Lingam, and Sunil Singh. "Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji." Australian Journal of Teacher Education 46, no. 6 (2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n6.2.

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The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicatin
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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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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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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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Jazzar, Michael. "Instructional or Managerial Leadership: The Principal Role!" Journal of Cases in Educational Leadership 7, no. 3 (2004): 28–34. http://dx.doi.org/10.1177/155545890400700305.

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Hallinger, Philip, Allan Walker, Dao Thi Hong Nguyen, Thang Truong, and Thi Thinh Nguyen. "Perspectives on principal instructional leadership in Vietnam: a preliminary model." Journal of Educational Administration 55, no. 2 (2017): 222–39. http://dx.doi.org/10.1108/jea-11-2015-0106.

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Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe
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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 (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
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Tan, Rosalinda A., Rex Argate, and Harline L. Barcoso. "Gender Role and Supervisory Styles of Public-School Heads." Journal of World Englishes and Educational Practices 2, no. 6 (2020): 01–12. http://dx.doi.org/10.32996/jweep.2020.2.6.1.

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The study focused on the administrative and supervisory functions of male and female school heads in public schools of Cebu City Division. The key informants were school heads and teachers from sixteen districts in Cebu City Division. The school head informants were chosen according to the number of administrative and instructional experience. The school heads had at least five years leadership experience. The teacher informants were chosen at random by the researcher. The main instrument of the study was the researcher and the key informants. The study utilized interview guides covering diffe
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Shaked, Haim, Jeffrey Glanz, and Zehavit Gross. "Gender differences in instructional leadership: how male and female principals perform their instructional leadership role." School Leadership & Management 38, no. 4 (2018): 417–34. http://dx.doi.org/10.1080/13632434.2018.1427569.

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Dissertations / Theses on the topic "Instructional leadership role"

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Gettys, Susan G. "The role of mentoring in developing beginning principals' instructional leadership skills." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4854.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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Verbeke, Kristi J. "Competencies for a leadership role in educational development." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613212.

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<p> Because the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study utilized a mixed-methods research design to explore the competencies required for a leadership role in the field of educational development. </p><p> The first part of the study sought to identify these competencies by using the Delphi technique to
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Hotmire, Jesse. "Principals' Role Perception and Implementation of Educational Reform." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588.

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Rogers, Kipp D. "Instructinoal Leadership Role and Responsibilities of Middle School Assistant Principals in Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26631.

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The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(S
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Smith, Michael Paul Lyman Linda L. Gardner Dianne C. "Principals as role makers a study of Illinois principals' perceptions of instructional leadership /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417805781&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1206022281&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.<br>Dissertation Committee: Linda Lyman, Dianne Gardner (co-chairs), W. Paul Vogt, Joseph Pacha. Title from title page screen, viewed on March 20, 2008. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.
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Brown, Elnora Jean McNeal Larry. "The instructional leadership role of elementary school principals and its influence on instructional practices as perceived by elementary teachers." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835900.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), George Padavil, Lemuel Watson, Joe Parks. Includes bibliographical references (leaves 114-126) and abstract. Also available in print.
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Morgan, Carol. "A study of the role of the superintendent as instructional leader /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974666.

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Hatanaka, Jill Kikuye. "Examining the role of instructional rounds as a catalyst in building a learning organization." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/50.

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This study sought to examine how teachers' experiences with instructional rounds helped develop the tenets of a learning organization. This case study used observations, semi-structured teacher interviews, and document analysis to gather data from a low-income, rural school located in California's Central Valley. The theoretical framework on learning organizations developed by Garvin, Edmondson, and Gino (2008) helped in examining the data. Findings from the research suggests that leadership and the four-step process that guides instructional rounds, along with the protocols used within the in
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Salazar, Tammie L. "The role of trust in effective instructional leadership| Exploring the perceptions of educational leaders." Thesis, Dallas Baptist University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108895.

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<p> The current study explored the dimensions and roles of trust in effective instructional leadership through a triangulation of data gathered from 78 survey responders and 35 interview participants along with a review of pertinent literature. The interviews and written free-responses related effective instructional leadership to three clear dimensions of trust identified within an effective teacher&rsquo;s classroom: personal, intellectual, and behavioral. The grounded theory that arose from the current study, regarding the role of trust in effective instructional leadership, was that trust
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Magwaza, L. T. "The role of Principals as Instructional Leaders: the case of Umlalazi Inspection Circuit in South Africa." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1574.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017<br>This qualitative study explored the roles of principals as instructional leaders. Several models of instructional leadership were briefly discussed, and a theoretical framework for the present study was outlined. Individual interviews were conducted with principals, deputy principals, heads of department and post-level 1 educators. Qualitative data were collected using interviews
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Books on the topic "Instructional leadership role"

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Williams, Leonard. Principals' perceptions of their instructional leadership role. Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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Williams, Leonard E. Principals' perceptions of their instructional leadership role. Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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Instructional leadership: The role of the supervisor. Paradigm, 1990.

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Turning average instruction into great instruction: School leadership's role in student achievement. Lexington Books, 2008.

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Néill, Pádraig G. Ó. Principals' concepts of their role as instructioanl leaders in Irish primary schools. University College Dublin, 1999.

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Marquis, Bessie L. Leadership roles and management functions in nursing: Theory and application. 6th ed. Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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Marquis, Bessie L. Leadership roles and management functions in nursing: Theory and application. 2nd ed. Lippincott, 1996.

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Jorgensen, Huston Carol, ed. Leadership roles and management functions in nursing: Theory and application. Lippincott, 1992.

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Marquis, Bessie L. Leadership roles and management functions in nursing: Theory and application. 6th ed. Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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Jorgensen, Huston Carol, ed. Leadership roles and management functions in nursing: Theory and application. 4th ed. Lippincott Williams & Wilkins, 2003.

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Book chapters on the topic "Instructional leadership role"

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McMahon, Margery A. "Leaders of Learning: Recovering the Pedagogical Role of School Leaders and Promoting Leadership at All Levels in Scotland." In Instructional Leadership and Leadership for Learning in Schools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_9.

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Edelberg, Thomas. "Role for Instructional Technology Leadership in K-12 Public Education." In Handbook of Mobile Teaching and Learning. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_127-1.

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Edelberg, Thomas. "Role for Instructional Technology Leadership in K-12 Public Education." In Handbook of Mobile Teaching and Learning. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_127.

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Ng, Irene. "A Closer Look at Developing Positive Learning Climate in the Twenty-First Century: The Role of Instructional Leadership Practices." In Motivation, Leadership and Curriculum Design. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_8.

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Wang, Victor X. "Traditional Educational Leadership." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch041.

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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, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism lately, there is much to learn from it.
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McDaniel, Robin. "Strategic Leadership in Instructional Design." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch109.

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The dynamic growth of distance education (DE) in the higher education poses a challenge for both leadership and instructional design strategies in post-secondary institutions. Curricular efficacy and sustainability are dependent upon institutions of higher education adapting to changes by implementing strategies that will work to address the increasing necessity for engaging curriculum for students in the DE environment. Strategic leadership (SL) skills, combined with instructional design (ID) strategy, may provide a pathway towards academic accomplishment for both students and instructors in the higher education sector. Instructional designers with strategic leadership skills may assist institutions in developing and implementing DE courses. The question is, how can instructional designers accommodate the needs of a diverse group of students in the growing technology-rich educational environment, and does strategic leadership play a role? If so, how can instructional designers act strategically to design and develop DE courses that encourage active learning and continued interest in educational attainment? The focus of this chapter is on how instructional designers can take on strategic leadership roles to enhance distance education curriculum and instruction for overall student engagement. For the purposes of this chapter, distance education is defined as learning that occurs over the internet. Discussion includes how integrating strategic leadership into the instructional design process in distance education courses may result in increased student and institutional effectiveness.
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Bedford, Laurie. "The Adjunct’s Role in Delivering Quality Online Instruction." In Cases on Technologies for Educational Leadership and Administration in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch017.

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Efforts to promote the distinctiveness of online programs in an increasingly competitive market have led to a focus on instructor expertise and instructional quality. The part-time instructor, who is most often charged with facilitating online courses, is commonly viewed as a liability to the integrity of the instructional process. However, little is known about the true nature of the motivations or competencies of this group of instructors. Most often, they are perceived as a homogeneous group with similar motivations and levels of expertise. This case challenges this notion by focusing on a single instructor categorized as a full-time, professional adjunct and is characterized by her colleagues as highly skilled. The case participant describes challenges and best practices that support her in providing quality instruction. These best practices subsequently are discussed as strategies to inform decisions upon which marketing efforts are dependent.
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Akuegwu, Basil Azubuike. "Teacher Education in Nigerian Universities." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch019.

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Teachers play pivotal roles in the education process. Knowledge transmission constitutes integral aspects of their roles. In order to perform this role effectively, institutions responsible for teacher training have been striving to reposition teacher education for greater results by aligning with global best practices, at the centre of which is instructional technology. However, one thing is to desire the infusion of instructional technology into teacher education, another is to plan how to achieve the best result with it. In this regard, this paper focused on teacher education in Nigerian universities and how leadership and management of instructional technology are reshaping it. Highlights of the discussion include: background, teacher education in Nigerian universities, instructional technology in teacher education in Nigerian, leadership and management in instructional technology in teacher education, challenges of leadership and management in instructional technology and strategies for improving leadership and management in instructional technology.
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Almeida, Traci, and Maureen P. Hall. "An Untapped Resource." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch008.

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This chapter showcases a teacher preparation program (TPP) targeting early career, in-service teachers who are most vulnerable to early attrition and was created to support district efforts to retain and develop an effective workforce. The chapter focuses and puts a spotlight on the role of the instructional consultant, which is the most innovative aspect of this district-based teacher preparation program. These instructional consultants are embedded in the design and delivery of program coursework. This instructional consultant role was innovated to provide a conduit for teacher leadership in this ongoing partnership. This chapter recounts how this partnership began, how instructional consultants have become a conduit for leveraging and growing teacher leadership for all stakeholders involved in this school-university partnership, and the ongoing impact of this program in terms of teacher retention and improving instructional effectiveness.
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Dickenson, Patricia, and Judith L. Montgomery. "The Role of Teacher Leadership for Promoting Professional Development Practices." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch011.

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This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.
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Conference papers on the topic "Instructional leadership role"

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Bhayangkara, Athalla Nauval, Wildan Hafizh Ahmadi, Dandy Bayu Firdaus, Dedi Prestiadi, and Raden Bambang Sumarsono. "The Role of Instructional Leadership Through Kurt Lewin Model in Improving the Teacher Capability." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.054.

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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.

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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-foc
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Ghavifekr, Simin, Abdul Rahman Idris, Mohammed Sani Ibrahim, and Adebayo Saheed Adewale. "A STUDY ON MALAYSIAN PRIVATE HIGHER EDUCATION INSTITUTIONS: INSTRUCTIONAL LEADERSHIP ROLES OF HEAD OF DEPARTMENT AND LECTURERS’ JOB SATISFACTION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1069.

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Rajan, Pramod, P. K. Raju, and Chetan S. Sankar. "Improving Mechanical Engineering Education Through Use of Case Studies." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12872.

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Business is increasingly conducted in a global environment, and mechanical engineering students are expected to be proficient in leadership skills as well as strong technical skills. Many authors state that instead of adding more material and more courses to the engineering curriculum, which would likely turn students away from engineering, engineering educators need to respond by opening up access to engineering with the larger world. We found that one of the effective ways of bringing real-world issues related to the areas of manufacturing and design, thermal engineering, acoustics, vibratio
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