Fostering Transformational Instructional Leadership Vis-À-Vis Recalibrated Hamline Plan Through Assimilated Habermasian Public Spheres

Abstract

Instructional leaders’ mental model of leadership and its implementation are of importance in augmenting the quality of the teaching and learning process. Assessing and monitoring teacher development are embedded in their practices. Yet less is proposed on resolving the usually passive role of teachers in their performance assessment using common standards that can limit the consultative skills of both parties. Hence, this study aimed to contextualize the Hamline Plan originally used in teaching the Liberal Arts with integrated Habermasian Public Spheres to exemplify discursive action between teachers and instructional leaders in the assessment process using autoethnographic research design. The study merged the concepts of the Hamline Plan and Public Spheres by Habermas in the context of instructional leadership capitalizing on the personal observation and experiences of the author as a teacher and as an instructional leader aiming to ameliorate the involvement of teachers in the teaching performance assessment. Thus, this is recommended to be rolled out and undergo cycles of implementation to possibly promote transformational instructional leadership in the country.