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Articoli di riviste sul tema "Instructional leadership role"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 14 febbraio 2022

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1

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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4

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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6

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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Mestry, Raj, Isavanie Moonsammy-Koopasammy, and Michele Schmidt. "The instructional leadership role of primary school principals." Education as Change 17, sup1 (2013): S49—S64. http://dx.doi.org/10.1080/16823206.2014.865990.

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Shava, George N., Jan Heystek, and Thompson Chasara. "Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools." International Journal of Social Learning (IJSL) 1, no. 2 (2021): 117–33. http://dx.doi.org/10.47134/ijsl.v1i2.51.

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Recent studies conducted around the world have revealed a clear link between the instructional position of principal leadership and school improvement. Instructional leadership, which aims to foster a teaching and learning community, is seen as a key component of successful teaching and long-term school improvement. The rise in site-specific management roles, which are based on instructional leadership experiences, is one of the initiatives launched by the South African government to reform education. In South Africa, school principals are responsible for academic development. This qualitative

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Danai, Rudra Prasad. "Headteachers' Instructional Leadership at Community Schools." AMC Journal 2, no. 1 (2021): 56–74. http://dx.doi.org/10.3126/amcj.v2i1.35788.

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This article explores instructional leadership of few head teachers of Dhading district. Due to the primitive model of school leadership, students faced obstacles in achieving educational goals. The objectives of this research are to explore the tradition of the head teachers' leadership of school and the role of the head teachers for the transformation of the educational attempts and achievements. This research followed phenomenological research method. Five head teachers leading the schools for more than a decade were interviewed. The data thus collected were interpreted through coding, cate

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Nader, Moafia, Fakhra Aziz, and Afifa Khanam. "Role of Instructional Leadership in Successful Execution of Curriculum: Head Teachers’ Perspective." Global Social Sciences Review IV, no. IV (2019): 317–23. http://dx.doi.org/10.31703/gssr.2019(iv-iv).41.

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Transformational leadership has been characterized by vision and inspiration while the emphasis of instructional /pedagogical leadership is on framing clear goals and objectives and then achieve them through careful planning and monitoring. Headteachers play the leading role in school improvement and increase and maintain instructional effectiveness. Their prime focus is on learning outcomes and enhancing the quality of the teaching-learning process. A qualitative research design was applied to get headteachers’ perspectives about role of instructional leadership in successful execution of the

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Costanza, James F., Saundra J. Tracy, and Roger Holmes. "Expanding Instructional Leadership Through the Department Chair." NASSP Bulletin 71, no. 502 (1987): 77–82. http://dx.doi.org/10.1177/019263658707150214.

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Here's how one school district has attempted to expand the instructional leadership role in its secondary schools through the selection and training of a group of department coordina tors. Since no such position had previously existed, it was an opportunity to define and develop this new role based on the research on instructional leadership and school culture.

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Manaseh, Aaron Mkanga. "INSTRUCTIONAL LEADERSHIP: THE ROLE OF HEADS OF SCHOOLS IN MANAGING THE INSTRUCTIONAL PROGRAMME." International Journal of Educational Leadership and Management 4, no. 1 (2016): 30. http://dx.doi.org/10.17583/ijelm.2016.1691.

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Vogel, Linda R. "Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders." Education Research International 2018 (November 21, 2018): 1–14. http://dx.doi.org/10.1155/2018/8034270.

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This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as signifi

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Shafee, Salwati, Simin Ghavifekr, and Zuraidah Abdullah. "LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES." Malaysian Online Journal of Educational Management 7, no. 1 (2019): 92–112. http://dx.doi.org/10.22452/mojem.vol7no1.5.

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Shafee, Salwati, Simin Ghavifekr, and Zuraidah Abdullah. "LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES." Malaysian Online Journal of Educational Management 7, no. 1 (2019): 92–112. http://dx.doi.org/10.22452/mojem/vol7no1.5.

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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.

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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included sem

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Wallin, Dawn, Paul Newton, Mickey Jutras, and Jordan Adilman. "“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices." Rural Educator 40, no. 2 (2019): 23–32. http://dx.doi.org/10.35608/ruraled.v40i2.777.

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This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were “not where they wanted to be” in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers’ associations that equates instructional leadership with classroom visits only has the effect

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Shaked, Haim. "A paradoxical approach to instructional leadership." International Journal of Educational Management 34, no. 10 (2020): 1637–46. http://dx.doi.org/10.1108/ijem-04-2020-0181.

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PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through

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Hallinger, Philip, and Allan Walker. "Leading learning in Asia – emerging empirical insights from five societies." Journal of Educational Administration 55, no. 2 (2017): 130–46. http://dx.doi.org/10.1108/jea-02-2017-0015.

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Purpose The purpose of this paper is to synthesize findings from studies of principal instructional leadership conducted in five East Asian societies. The authors first identify similarities and then differences in approaches to instructional leadership across the societies. Then the findings of the synthesis are compared with broad findings from the global literature on principal instructional leadership. Design/methodology/approach The paper employs a thematic approach to synthesizing findings from the five qualitative studies. Findings The authors identified numerous similarities in practic

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Achmad, Wachyudi. "PROBLEMATIKA KURIKULUM 2013 PENDIDIKAN AGAMA ISLAM DAN KEPEMIMPINAN INSTRUKSIONAL KEPALA MADRASAH IDTIBA’IYAH KOTA PASURUAN." JIE (Journal of Islamic Education) 3, no. 2 (2019): 234. http://dx.doi.org/10.29062/jie.v3i2.104.

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The curriculum has an important role in the education process. And itshould play a role and be anticipatory and adaptive to changes andadvances in science and technology. Curriculum and learning are twoimportant aspects of educational activities. Both discuss what and howeducation should be carried out and blend with local wisdom. Therefore,along with changes and developments in the curriculum from time to timean educator must be able to understand and implement it well. In order tobe in accordance with what is expected, there needs to be a discussion ofcurriculum development from Kurikum 1994

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Camburn, Eric, Brian Rowan, and James E. Taylor. "Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models." Educational Evaluation and Policy Analysis 25, no. 4 (2003): 347–73. http://dx.doi.org/10.3102/01623737025004347.

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This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configurati

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Qadach, Mowafaq, Chen Schechter, and Rima’a Da’as. "Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision." Educational Management Administration & Leadership 48, no. 4 (2019): 617–34. http://dx.doi.org/10.1177/1741143219836683.

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Keeping experienced and competent teachers in schools is becoming an important challenge for school leadership. Hence, this research tested an innovative model which explored the direct and indirect relationship between principals’ instructional leadership, collective teacher efficacy, a shared vision, and a teacher’s intent to leave their profession. Data were collected from a survey of 1700 teachers from 130 Jewish and Arab elementary schools randomly selected from the database of the Israeli education system. To test the proposed multilevel model, we conducted multilevel structural equation

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Farias, Cláudio, Peter Andrew Hastie, and Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions." European Physical Education Review 24, no. 3 (2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutiv

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Ma’mun, Muflih, and Asep Suryana. "INSTRUCTIONAL LEADERSHIP: THE EFFECT OF TEACHING SELF-EFFICACY." Educational Administration Research and Review 3, no. 1 (2019): 35–43. http://dx.doi.org/10.17509/earr.v3i1.21715.

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The principal as leader who has the role to support and facilitate the needs of teachers in teaching activities. When the principal's role can be carried out properly, it will have an impact on the teaching efficacy of teachers. This study examines the effect of instructional leadership on the teaching self-efficacy of teachers by taking a sample of 147 teachers. Data analysis techniques using regression analysis. The results showed that instructional leadership had a significant effect on the teaching self-efficacy despite its low effect. As a recommendation, school principals as instructiona

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Nadiroh, N., M. A. Hanubun, B. Budiaman, K. Komarudin, and S. D. Maharan. "The role of instructional leadership for students pro-ecology behaviour." Journal of Physics: Conference Series 1402 (December 2019): 033017. http://dx.doi.org/10.1088/1742-6596/1402/3/033017.

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Saleem, Amna. "Role of Instructional Leadership on Teachers’ Performance at College Level." Pakistan Social Sciences Review 4, no. I (2020): 1058–71. http://dx.doi.org/10.35484/pssr.2020(4-i)81.

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Ma, Xiaorong, and Russ Marion. "Exploring how instructional leadership affects teacher efficacy: A multilevel analysis." Educational Management Administration & Leadership 49, no. 1 (2019): 188–207. http://dx.doi.org/10.1177/1741143219888742.

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This study employed a multilevel modeling approach to examine the impact of principal instructional leadership on teacher efficacy and the mediating role played by faculty trust in that process. A total of 50 secondary school principals and 714 teachers in a minority region of Western China participated in the study. The results indicate that instructional leadership, in terms of developing a positive learning climate, directly and positively affects teacher efficacy. Instructional leadership practices that define the school’s mission, manage the instructional program, and develop positive sch

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Murphy, Joseph. "Methodological, Measurement, and Conceptual Problems in the Study of Instructional Leadership." Educational Evaluation and Policy Analysis 10, no. 2 (1988): 117–39. http://dx.doi.org/10.3102/01623737010002117.

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During the past 10 years a good deal of attention has been devoted to examining the role that school administrators play in improving learning outcomes for students. One theme that has received considerable emphasis is the instructional leadership dimension of administrative activity. In this article a comprehensive review of the research in the area of instructional leadership is provided. I report on progress that has been made in overcoming first generation research difficulties in this area, describe some of the more deep-rooted conceptual difficulties that have been less amenable to resol

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Yokota, Hirokazu. "Mapping four leadership styles in Japan: how has the role of the principal been shaped by policies?" Journal of Educational Administration 58, no. 2 (2019): 187–207. http://dx.doi.org/10.1108/jea-03-2019-0032.

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Purpose The purpose of this paper is to examine how internationally recognized styles of transactional, instructional, transformational and distributed leadership have emerged in the Japanese education system. Design/methodology/approach National legislation and policy documents in Japan since 1945 were collected by searching for the word “principal” or “head of school.” Then, four types are excluded: those that are unique only to one school type, do not explicitly deal with the role of the principal, are in subordinate laws prescribing contents that essentially overlap with those in superordi

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Dutta, Vartika, and Sangeeta Sahney. "School leadership and its impact on student achievement." International Journal of Educational Management 30, no. 6 (2016): 941–58. http://dx.doi.org/10.1108/ijem-12-2014-0170.

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Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achi

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Moyo, Caleb. "Teachers’ and Students’ Experiences of Mandatory Online Teaching in Qatar: the case of a Covid-19 crisis." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (2020): 40–52. http://dx.doi.org/10.21522/tijar.2014.07.02.art005.

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The nature of schooling was forced to evolve during the Covid-19 pandemic as schools around the world were compelled to make a paradigm shift to teaching and learning through virtual learning environments (VLE). This inquiry sought to explore teachers’ and students’ experiences of mandatory online instruction and the role of instructional leadership in supporting the transition. Using a qualitative case study, three data generation techniques were used; one on one interview with teachers, focus group discussions with students and document analysis of e-mail correspondence from the school manag

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Moyo, Caleb. "Teachers’ and Students’ Experiences of Mandatory Online Teaching in Qatar: the case of a Covid-19 Crisis." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 8, no. 1 (2021): 33–44. http://dx.doi.org/10.21522/tijar.2014.08.01.art004.

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The nature of schooling was forced to evolve during the Covid-19 pandemic as schools around the world were compelled to make a paradigm shift to teaching and learning through virtual learning environments (VLE). This inquiry sought to explore teachers’ and students’ experiences of mandatory online instruction and the role of instructional leadership in supporting the transition. Using a qualitative case study, three data generation techniques were used; one on one interview with teachers, focus group discussions with students and document analysis of e-mail correspondence from the school manag

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Musa, Jumadi, Mohamad Nizam Nazarudin, Zakiah Noordin, Nur Afny Juati, and Hujaimah @. Siti Syafiqah Juhumin. "INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER." International Journal of Education, Psychology and Counseling 5, no. 35 (2020): 237–48. http://dx.doi.org/10.35631/ijepc.5350021.

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The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher us

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Nguyễn, Hảo Thi, Philip Hallinger, and Chia Wen Chen. "Assessing and strengthening instructional leadership among primary school principals in Vietnam." International Journal of Educational Management 32, no. 3 (2018): 396–415. http://dx.doi.org/10.1108/ijem-02-2017-0046.

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Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “anteced

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Abdullah, Jamelaa Bibi, S. Sathiyabama Suprammaniam, Noor Azzam Syah Mohamed, and Siti Ilyana Mohd Yusof. "THE The Relationship Of Instructional Leadership Towards Teachers’ Development Through Instructional Coaching Among Malaysian School Leaders." International Educational Research 3, no. 2 (2020): p9. http://dx.doi.org/10.30560/ier.v3n2p9.

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Malaysian Education Development Plan (2013 - 2025) has outlined 11 shifts that focus on the development of the Malaysian education system. The 5th shift highlights the role of principals as instructional leaders who are responsible for bringing excellence to the organization through improving teachers' knowledge and skills within teaching and learning. Accordingly, this study aimed to identify the relationship of instructional leadership (IL) towards teacher development (TD) through instructional coaching (IC) among Malaysian school leaders. The study design is a survey method with a quantitat

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Worner, Wayne, and Glenn Brown. "The Instructional Leadership Team: A New Role for the Department Head." NASSP Bulletin 77, no. 553 (1993): 37–45. http://dx.doi.org/10.1177/019263659307755307.

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Dexter, Sara, Karen Seashore Louis, and Ronald E. Anderson. "The Roles and Practices of Specialists in Teamed Institutional Leadership." Journal of School Leadership 19, no. 4 (2009): 445–65. http://dx.doi.org/10.1177/105268460901900403.

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This article explores the role of leadership, experts, and expertise and the functioning of teams in nine schools that modeled an exemplary integration of technology to support schoolwide instructional improvement. Through cross-case analysis, we identified three different staffing patterns and two different support patterns in how the technology integration specialists worked with teachers to integrate educational technology. Despite having no supervisory authority, these specialists provided support and pressure for instructional change. Their power to make change came not from line authorit

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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.

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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive t

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Özdemir, Nedim. "How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey." Journal of Educational Administration 58, no. 6 (2020): 585–603. http://dx.doi.org/10.1108/jea-10-2019-0189.

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PurposeThis study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction.Design/methodology/approachData were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey. Teachers were asked to fill out a questionnaire on principals’ leadership content knowledge, evaluation feedback, professional learning activities and changed instructional practices. This study employed multilevel structural equation modeling (MSEM) by using th

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Quebec Fuentes, Sarah, and Jo Beth Jimerson. "Role Enactment and Types of Feedback: The Influence of Leadership Content Knowledge on Instructional Leadership Efforts." Journal of Educational Supervision 3, no. 2 (2020): 6–31. http://dx.doi.org/10.31045/jes.3.2.2.

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Huong, Vu Thi Mai. "Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation." International Education Studies 13, no. 2 (2020): 48. http://dx.doi.org/10.5539/ies.v13n2p48.

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Abstract (sommario):

Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of V

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

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Abstract (sommario):

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,

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Harris, Alma, Michelle Jones, Kenny Soon Lee Cheah, Edward Devadason, and Donnie Adams. "Exploring principals’ instructional leadership practices in Malaysia: insights and implications." Journal of Educational Administration 55, no. 2 (2017): 207–21. http://dx.doi.org/10.1108/jea-05-2016-0051.

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Abstract (sommario):

Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understandi

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McCauley, Kelly Davis, Emily Hammer, and Amanda S. Hinojosa. "An Andragogical Approach to Teaching Leadership." Management Teaching Review 2, no. 4 (2017): 312–24. http://dx.doi.org/10.1177/2379298117736885.

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Students in today’s college classroom are diverse in age and work, leadership, and life experiences; hence, students transitioning into adulthood may understand and relate core leadership knowledge to their own experiences differently than mature adults. As such, we call upon andragogy, a theory of adult learning, to inform our approach to teaching leadership. We employ andragogy and its six assumptions (the learners’ self-concept, the role of experience, readiness to learn, orientation to learning, motivation, and the need to know) as a guiding framework for the selection and development of l

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Kouali, Georgia. "The instructional practice of school principals and its effect on teachers’ job satisfaction." International Journal of Educational Management 31, no. 7 (2017): 958–72. http://dx.doi.org/10.1108/ijem-11-2016-0253.

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Purpose The purpose of this paper is to present the results of a piece of research concerning the practice of Cypriot school principals’ instructional role and its effect on teachers’ job satisfaction, and also to investigate whether higher levels of teachers’ job satisfaction can be predicted when school principals deal with and accomplish their instructional tasks. Design/methodology/approach Quantitative methods were used (two questionnaires) together with qualitative methods (observation, interviews, informal conversations, and collection of artifacts). Findings The results of multiple reg

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Nasreen, Shahida, and Madiha Shah. "Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan." Advances in Social Sciences Research Journal 6, no. 11 (2019): 192–203. http://dx.doi.org/10.14738/assrj.611.7301.

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Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising

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