Impact of instructional leadership on high school student academic achievement in China

Abstract

The purpose of this study was to examine the impact of instructional leadership on high school students' academic achievement in the Chinese context and to determine which specific instructional leadership dimensions have the most important role. The sample included 26 high schools with 26 principals and 4288 students in Shenyang, China. The principals rated their instructional leadership according to the Revised Instructional Leadership Questionnaire of China (ILQC-R). The hypotheses were tested using hierarchical linear models. The results indicated that, after controlling for student background, school context, and principal demographics, overall instructional leadership showed a significantly moderating influence on the relationship between high school entrance scores and college entrance scores for students. Regarding the four different dimensions, different influence trends were observed. The dimensions of managing instruction, defining the school mission and goals, and promoting teacher development were found to influence students' college entrance scores in both direct and indirect ways; however, no significant impact on students from managing public relations was found.

The Instructional Leadership Practices of School Heads

“…It was described that effective or excellent schools has the leadership abilities of the building school heads, particularly in the instructional arena. Moreover, Hou, Cui and Zhang (2019) found that instructional leadership showed a significantly moderating influence on the relationship │ 77 between high school entrance scores and college entrance scores for Chinese students. This relationship was confirmed by Ross and Gray (2006) that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity which was also explained in the study of Liu, et al (2020) that instructional leadership is positively and directly associated with teacher self-efficacy.…”

Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements

“…This finding is in line with the hypotheses of the study. Previous research have proven significant correlations between principal's instructional leadership with students' academic achievement such as results in studies by Azlin, Jamalullail, Satar andNorhayati (2013), Norashikin, Ramli andNurnazahiah (2013) and Hou, Cui and Zhang (2019). Besides, this decision is also supported by Ramli Basri, Norashikin Abu Bakar and Foo (2017) whose study was conducted on 387 secondary school teachers in Johor.…”

“…Based on the findings of previous researchers among them by Yusri and Aziz (2014) and Hou, Cui and Zhang (2019), there exists a correlation between instructional leadership of principals with students' academic achievement. James and Balasandran (2012) in their study found that instructional leadership is a directed concept of all actions and activities undertaken by principals to improve and strengthen the process of teaching and learning in schools.…”

Pengaruh Kompetensi Manajerial dan Kewirausahaan Kepala Sekolah Dalam Meningkatkan Mutu Layanan Akademik di Kabupaten Ciamis

“…Kepala sekolah yang menerapkan manajemen sekolah yang efektif berpotensi menghasilkan generasi muda berprestasi (Sunaengsih 2019). Menurut Hallinger dan Walker (2017) dan Walker dan Qian (2018) berpendapat bahwa sebagai pemimpin sekolah, kepala sekolah dianggap sebagai tokoh kunci dalam penerapan kebijakan pemerintah yang efektif (Hou, 2019). Pemimpin diharapkan menggunakan kepemimpinan sebagai proses untuk memastikan tujuan jangka panjang organisasi terwujud (Kayebi, 2018).…”