Search results

1 – 10 of over 6000
To view the access options for this content please click here
Article
Publication date: 2 August 2021

Haim Shaked

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting…

Abstract

Purpose

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

Design/methodology/approach

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

Findings

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

Originality/value

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 11 August 2021

Sedat Gümüş, Philip Hallinger, Ramazan Cansoy and Mehmet Şükrü Bellibaş

This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models…

Abstract

Purpose

This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA.

Design/methodology/approach

This study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice.

Findings

The results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results.

Research limitations/implications

While broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional–cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society.

Originality/value

This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management.

Details

Journal of Educational Administration, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 11 May 2021

George Shava and Jan Heystek

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning…

Abstract

Purpose

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.

Design/methodology/approach

The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.

Findings

Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.

Research limitations/implications

The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.

Practical implications

The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.

Social implications

The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.

Originality/value

This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 20 July 2020

Haim Shaked

Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical…

Abstract

Purpose

Perceptual 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/approach

The 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 semi-structured interviews. Data analysis included a two-step theory-driven coding process.

Findings

This study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.

Originality/value

Despite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Details

International Journal of Educational Management, vol. 34 no. 10
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 1 June 2001

Boe Lahui‐Ako

The purpose of the study was to investigate to what extent Papua New Guinea (PNG) high school principals engage in tasks which constitute instructional leadership. The…

Abstract

The purpose of the study was to investigate to what extent Papua New Guinea (PNG) high school principals engage in tasks which constitute instructional leadership. The major finding of the study was that the principals did engage in tasks which constitute instructional leadership, but the results indicated that their involvement in performing the five major functions were to a lesser degree than was deemed desirable and expected by the principals and teachers surveyed. This paper calls on the education authorities in PNG to re‐examine the selection, promotion, training and staff development opportunities for principals in order to enhance the efficiency and effectiveness of principals in their jobs. With the challenges and demands of the changing educational environment in PNG now, more effective principals equipped with leadership and organizational knowledge and skills are required to lead schools.

Details

Journal of Educational Administration, vol. 39 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 23 November 2017

Philip Hallinger, Donnie Adams, Alma Harris and Michelle Suzette Jones

Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is…

Abstract

Purpose

Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years.

Design/methodology/approach

Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies.

Findings

The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality.

Research limitations/implications

The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research.

Social implications

The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality.

Originality/value

This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.

Details

Journal of Educational Administration, vol. 56 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 10 August 2012

Moosung Lee, Allan Walker and Yuk Ling Chui

The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader…

Abstract

Purpose

The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments.

Design/methodology/approach

This study utilizes standardized test scores collected from (n=2,037) students in 42 secondary schools and data collected from key staff's perceptions of leadership practices, to investigate two dimensions of instructional leadership, which are conceptually interdependent but distinctive – i.e. instructional management and direct supervision of instruction. A cross‐level interaction analysis of hierarchical linear modeling was employed to investigate the effects of the two dimensions of instructional leadership on student learning.

Findings

Leadership practices focused on instructional management were found to enhance student learning by boosting the positive effect of students’ attachment to their school on academic achievement. In contrast, leadership practices related to direct supervision of instruction were found to undermine student learning by weakening the positive effect of student perceptions of school attachment on academic performance when other school‐ and student‐level characteristics are held constant.

Originality/value

The paper reveals the contrasting effects of instructional leadership as a multi‐dimensional construct which is central in the current education reform agenda, rooted in accountability‐oriented policy of Hong Kong. It draws a number of implications for principal instructional leadership in Hong Kong Schools as they deal with demands for external accountability.

To view the access options for this content please click here
Article
Publication date: 11 April 2016

Sookweon Min, Marsha E. Modeste, Jason Salisbury and Peter T. Goff

The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and…

Abstract

Purpose

The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school.

Design/methodology/approach

This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis.

Findings

The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school’s instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school’s collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals.

Originality/value

This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools’ contextual factors are related to the level of instructional collaboration among professionals.

Details

Journal of Educational Administration, vol. 54 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 1 February 1993

Helen Wildy and Clive Dimmock

There is increasing support for the importance of the principal′sinstructional leadership in school effectiveness. However, there isuncertainty over the extent to which…

Abstract

There is increasing support for the importance of the principal′s instructional leadership in school effectiveness. However, there is uncertainty over the extent to which principals actually engage in instructional leadership tasks. Investigates the perceptions held by principals and teachers of principals′ instructional leadership in a sample of Western Australian government primary and secondary schools using the Instructional Leadership Questionnaire. Instructional leadership was found to be a shared responsibility. Principals were perceived to be least involved in “managing the curriculum” and “evaluating and providing feedback”. Primary school principals were perceived to be more responsible for instructional leadership than their secondary counterparts. Principals of very small primary schools (less than 100 students) were most involved in tasks and those of middlesized primary schools (300 to 500 students) were least involved. “Providing rewards and recognition for high quality teaching” was the only instructional leadership task perceived not to be performed by either principals or teachers in both primary and secondary schools. Principals perceived themselves to be more involved in instructional leadership tasks than their staff perceived them to be.

Details

Journal of Educational Administration, vol. 31 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 20 August 2019

Haim Shaked

School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and…

Abstract

Purpose

School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals.

Design/methodology/approach

To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed.

Findings

The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship.

Research limitations/implications

This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored.

Practical implications

It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders.

Originality/value

Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

Details

International Journal of Educational Management, vol. 34 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of over 6000