Principals as Instructional Leaders: A Study of Classroom Practices in Elementary Schools
DOI:
https://doi.org/10.53866/ijcar.v2i2.562Keywords:
Instructional Leadership, School Principal, Elementary School, SupervisionAbstract
The purpose of this qualitative research was to examine the dimensions of instructional leadership of elementary school principals. Drawing upon semi-structured interviews with three teachers and five school principals from Yogyakarta city, this research analyzed significant statements and created codes to illuminate the dimensions that facilitate learning. Five the analysis of the combined data sources, five overarching dimensions emerged for school principals to effectively run school programs. These prioritized dimensions are: (a) Articulating the school’s vision, (b) Designing a comprehensive curriculum, (c) Modifying professional development, (d) Fostering a positive learning climate, and (e) Implementing diverse supervision approaches. The findings underscore the necessity for the development of school principals' supervision skills due to the multifaceted impact of instructional leadership roles, which are interconnected and collectively influence each dimension.
References
Biesta, G. (2017). Lead learner or head teacher? Exploring connections between curriculum, leadership and evaluation in an ‘Age of Measurement’. In Bridging educational leadership, curriculum theory and didaktik (pp. 181-198): Springer, Cham.
Bolden, R., Gosling, J., & Hawkins, B. (2023). Exploring leadership: Individual, organizational, and societal perspectives: Oxford University Press.
Brazer, S. D., & Bauer, S. C. (2013). Preparing instructional leaders: A model. Educational administration quarterly, 49(4), 645-684. doi:10.1177/0013161X13478977
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches: Sage publications.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational administration quarterly, 52(2), 221-258.
Day, C., Leithwood, K., & Sammons, P. (2008). What we have learned, what we need to
know more about. School leadership and management, 28(1), 83-96.
Day, C., Sammons, P., & Gorgen, K. (2020). Successful School Leadership. Education development trust.
De Lisle, J. (2011a). The benefits and challenges of mixing methods and methodologies: Lessons learnt from implementing qualitatively led mixed methods research designs in Trinidad and Tobago.
De Lisle, J. (2011b). The benefits and challenges of mixing methods and methodologies: Lessons learnt from implementing qualitatively led mixed methods research designs in Trinidad and Tobago. Caribbean curriculum, 18, 87-120.
Donahue, E., & Vogel, L. R. (2018). Teacher perceptions of the impact of an evaluation system on classroom instructional practices. Journal of School Leadership, 28(1), 31-55.
Gawlik, M. (2018). Instructional leadership and the charter school principal. School Leadership & Management, 38(5), 539-565.
Glickman, C., Gordon, S., & Ross-Gordon, J. (2014). Supervision and instructional leadership: A developmental approach. In: Upper Saddle River, NJ: Pearson.
Goldring, E. B., Preston, C., & Huff, J. (2012). Conceptualizing and Evaluating Professional Development for School Leaders. Planning & Changing, 43.
Hallinger, P. (2009). Leadership for the 21st century schools: From instructional leadership to leadership for learning.
Hallinger, P. (2018). Principal instructional leadership. The Wiley handbook of teaching and learning, 505-528.
Hallinger, P., & Kulophas, D. (2020). The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018. Professional development in education, 46(4), 521-540.
Hallinger, P., & Murphy, J. F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5-21.
Hallinger, P., Wang, W.-C., Chen, C., & Liare, D. (2015a). Assessing instructional leadership with the principal instructional management rating scale: Springer.
Hallinger, P., Wang, W.-C., Chen, C. W., & Liare, D. (2015b). Assessing instructional leadership with the principal instructional management rating scale: Springer.
Hayes, S. D., & Irby, B. J. (2020). Challenges in preparing aspiring principals for instructional leadership: voices from the field. International journal of leadership in education, 23(2), 131-151.
Hoy, W. K., & Miskel, C. G. (2012). Theory research and practice. Educational administration.
Jawas, U. (2017). The influence of socio-cultural factors on leadership practices for instructional improvement in Indonesian schools. School Leadership & Management, 37(5), 500-519.
Kelly, K. J. P. (2020). Principal Instructional Leadership Effect On High School Students’ Literacy Achievement.
Kurland, H., Peretz, H., & Hertz‐Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration.
Mombourquette, C. (2017). The Role of Vision in Effective School Leadership. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 45(1).
Nettles, S. M., & Herrington, C. (2007). Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody journal of education, 82(4), 724-736.
Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
Robinson, V. (2011). Student-centered leadership (Vol. 15): John Wiley & Sons.
Robinson, V., & Gray, E. (2019). What difference does school leadership make to student outcomes? Journal of the Royal Society of New Zealand, 49(2), 171-187.
Saldaña, J. (2021). The coding manual for qualitative researchers: sage.
Saleem, H. (2015). The impact of leadership styles on job satisfaction and mediating role of perceived organizational politics. Procedia-Social and Behavioral Sciences, 172, 563-569.
Sofo, F., Fitzgerald, R., & Jawas, U. (2012). Instructional leadership in Indonesian school reform: overcoming the problems to move forward. School Leadership & Management, 32(5), 503-522.
Terosky, A. L. (2016). Enacting instructional leadership: perspectives and actions of public K-12 principals. School Leadership & Management, 36(3), 311-332. doi:10.1080/13632434.2016.1247044
Zepeda, S. J. (2014). The principal as instructional leader: A handbook for supervisors: Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Agung Purwa Widiyan, Endang Sri Budi Herawati, Maya Novita Sari, Yuni Astuti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
