Instructional Leadership

Seong, David Ng Foo

doi:10.1007/978-3-030-23736-3_2

Cited by 4 publications

(2 citation statements)

References 87 publications

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“…Consequently, the role of giving feedback and evaluating teachers is performed by department heads or other mid-level teacher leaders in Singapore. Such arrangement not only capitalizes on the distributed content expertise among teacher leaders, but also affords the principal opportunities to improve instruction by strategically managing activities such as recruiting, training and retaining highly qualified staff (Ng, 2019). In this sense, a Singaporean principal is best characterized as a leader of instructional leaders (Glickman, 1989).…”

Section: Principal Leadership In Singaporementioning

confidence: 99%

Principal time use and student academic achievement in Singapore

Huang,

Benoliel

2023

IJEM

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PurposeThis study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011 Trends in International Mathematics and Science Study (TIMSS).Design/methodology/approachCapitalizing on the large-scale data, the study examined how Singapore principals distributed their time across 13 leadership activities and tested using structural equation modeling (SEM) how Singapore principals' time use was related to student achievement through molding intermediate school conditions, such as school climate.FindingsThe authors' findings suggest that Singaporean principals, when allocating time, generally emphasized (1) monitoring students' learning progress, (2) promoting school vision, (3) developing curricular goals and (4) monitoring teachers in areas related to curricular goals. Furthermore, after classifying the 13 principal activities into three broad domains, the authors find that Singaporean principals prioritize the domain of vision and goals over the other two domains – facilitating teaching and learning through a safe, positive school environment and problem-solving with teachers, as well as self and organizational improvement. Finally, the authors' SEM manifested a partial mediated model, suggesting principals' strategic time use could serve as a malleable factor in yielding optimal student outcomes through developing a positive school climate.Originality/valueThis study at present is one of the early attempts linking PTU, intermediate school conditions (e.g. school climate) and student outcomes using a mediated design and corresponding statistical modeling.

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Section: Principal Leadership In Singaporementioning

confidence: 99%

Principal time use and student academic achievement in Singapore

Huang,

Benoliel

2023

IJEM

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“…Today's leaders of educational institutions must possess abilities, knowledge, and mindsets very different from those of just a few years ago (Imig, Holden, & Placek, 2019;Seong, 2019;Pan, 2008;Rieg & Marcoline, 2008). Education leaders who recognize the importance of human relationships in our lives, in giving our experiences meaning, and in helping us acquire understanding are more likely to fully consider the "why, who, what, where, and when" of learning (Shields, 2006).…”

Section: Introductionmentioning

confidence: 99%

Best Practices for Maintaining the Good Relationship Between Principals and Academic Staff

Kumar,

Mehta

2023

eatp

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There have been periodic changes to the conventional responsibilities of principals in educational institute's leadership. An assessment of the literature is conducted to emphasize that the four main practice areas that need to be looked into to improve the bond between the principal and academic staff are "instructional, administrative, environmental, and emotional."Under the appropriate supervision of twelve educational specialists who hold doctorates, the literature study functioned as the basis for formulating the discussion points for the focus group. Participants in focus group discussions include department heads, principals, and senior lecturers. Multiple sampling techniques were used in this qualitative investigation, with a sample size of 80 (i.e., 8 Principals, 18 HOD, 12 Sr. Lecturers, and 44 Lecturers). A convenient selection of eight out of fifteen institutes was made, and faculty members from every discipline were picked randomly. Focus group discussions served as the method of data collection. NVivo 14 is the software used to analyze the qualitative data. The responses from each participant were noted and recorded into an M.S. Word document for further analysis work. The discussion files were imported into NVivo version 14, and thematic interpretations were performed. NVivo 14 created a word cloud, bar charts, and hierarchy charts to ascertain which practice is more prominent. The study concludes that improving relationships between academic staff and principals requires more environmental and emotional practices than administrative or instructional ones. The academic faculty has emphasized dynamic practices more, while the principal has focused more on organizational practices.

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