Factors influencing instructional leadership capacity in Baku, Azerbaijan

Abstract

Azerbaijan has introduced significant reforms to improve school leadership in public schools. Responsibilities were redefined to prioritize teacher supervision and engagement with school governance structures to ensure school improvement and accountability measures. The purpose of this study was to provide insight into contextual factors predicting the extent of principals’ sense of self-efficacy, or capacity, for instructional leadership in public schools in the capital city of Baku. Findings suggest that any increment in outcome expectancy for teacher supervision, mentorship, and training is likely to increase Baku principals’ intentions to perform those instructional leadership practices. However, time on instructional leadership is the key contextual factor influencing outcome expectancy. Findings also point to the importance of time spent on stakeholder engagement and school management tasks such as providing classroom resources, which are interrelated to instructional leadership tasks. Policy reforms for instructional leadership in Azerbaijan need to consider the interrelations between school leadership functions.

The influence of the principal instructional leadership of theacer's job satisfaction at vocational secondary schools

“…School principals need to provide separate time for the implementation of effective instructional leadership (Sindhvad et al, 2020). Principals' instructional leadership practices are believed to improve the principal's leadership function (Sindhvad et al, 2020). This study indicates that principals carry out instructional leadership practices to affect teacher job satisfaction positively.…”

“…The findings which in line with this research shown by Anub (2020), who proves that the instructional leadership carried out by the principal has a positive effect on teacher job satisfaction and school performance indicators. The results of the research conducted by Sindhvad et al (2020) on the factors that affect the principal's instructional leadership capacity showed that any improvement in the instructional leadership practices carried out by the principal will increase the principal's intention to implement instructional leadership. School principals need to provide separate time for the implementation of effective instructional leadership (Sindhvad et al, 2020).…”

“…The results of the research conducted by Sindhvad et al (2020) on the factors that affect the principal's instructional leadership capacity showed that any improvement in the instructional leadership practices carried out by the principal will increase the principal's intention to implement instructional leadership. School principals need to provide separate time for the implementation of effective instructional leadership (Sindhvad et al, 2020). Principals' instructional leadership practices are believed to improve the principal's leadership function (Sindhvad et al, 2020).…”

Amalan Kepimpinan Instruksional Guru Besar dan Hubungannya dengan Tanggapan Sokongan Organisasi Guru-Guru Sekolah Jenis Kebangsaan Tamil

“…Dari segi lokasi dengan amalan kepimpinan pula, kajian Saat dan Zain (2016) menerangkan bahawa faktor lokasi tidak mempengaruhi tahap amalan kepimpinan. Manakala, Sindhvad et al (2020) mendapati bahawa faktor lokasi mungkin mempengaruhi tahap amalan kepimpinan. Walaupun keduadua kajian menujukkan dapatan yang bertentangan, hasil kajian ini mendedahkan bahawa wujud perbezaan yang signifikan dalam amalan kepimpinan instruksional guru besar antara SJKT bandar dengan luar bandar.…”

The Pedagogical Role of the Primary-School Headteacher: Insights From Greece

“…In order to achieve this, it is proposed to disengage the principal from a large part of executive-administrative responsibilities which "could impede the effective operation of the school" (Organisation for Economic Co-operation and Development [OECD], 2016, p. 454). Furthermore, in the context of continuously promoting the autonomy and accountability of local education management systems (Sindhvad et al, 2022;Urbanová, 2021), the school management is called upon to prioritize the management, support and guidance of the pedagogy and teaching work carried out in it.…”