Learning Outside the Classroom: Instructional and Transformational Leadership Aspects of School Leadership | Chapter 6 | An Overview of Literature, Language and Education Research Vol. 4

The purpose of this study was to add to the understanding of what current school leaders include in their definition of instructional leadership and how they feel they have been prepared to take on this role. Many recent studies on the impact of the principal on student achievement have addressed both the instructional and transformational leadership aspects of school leadership (i.e., integrated leadership) in order to address the broader organizational and instructional actions of a principal because the two constructs are difficult to separate. 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 significant elements of instructional leadership. The findings from this study can help inform principal preparation program curriculum, district leadership of in-service principal professional development, and state departments of education policies to ensure the readiness of new principals to serve as effective instructional leaders. While the sample size of principals in this study was relatively small, the voice of the practicing principal was allowed to define what instructional leadership looks like for these participants. By identifying the specific actions that principals identify as their instructional leadership responsibilities, programs that prepare school leaders and state and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

 

Author (s) Details

 

Linda R. Vogel
University of Northern Colorado, Greeley, CO, USA.

 

Please see the book here: https://doi.org/10.9734/bpi/aoller/v4/2160

 

Teachers’ Perception of Principals’ Management of Instructional Programs that Influence Learners’ Academic Achievement in Public Secondary Schools | Chapter 10 | Research Highlights in Language, Literature and Education Vol. 3

 The study wanted to establish scholars’ perception of how principals survive instructional programs honestly secondary schools. Survey research design was adopted that working mixed forms of inquiry in a concurrent process. A sample of 12 principals and their deputies, and 253 teachers in 48 public subordinate schools were engaged. A structured inquiry and unstructured interview guide were used to accumulate data. Descriptive and probable statistics were computed and qualitative dossier infused in the argument of the data. The study found out that principals matched, supervised and judged instruction; and monitored graduates’ progress in their schools. The management of teaching programs by principals did not considerably differ between Extra County and County subordinate schools (t (251) =.917, p>.05), nor did it disagree between high, average, and depressed performance public subordinate schools (F (2,250) = 1.524, p>.05). Even so, there was a statistically significant link (r (251) =.123**, p<.05) 'tween principals’ management of teaching programs and students’ academic achievement.

Author(s) Details:

Stephen Tomno Cheboi,
Mount Kenya University, Kenya.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9746