Instructional Leadership and Its Effect on Students’ Academic Performance

Heaven, Gillian; Bourne, Paul Andrew

doi:10.4172/2315-7844.1000197

Cited by 15 publications

(15 citation statements)

References 33 publications

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“…The findings of this study show that instructional leadership of principles gives direct effect on students' achievement. Principal also influences students' achievement through his support to the teachers (Heaven & Bourne, 2016;Lunenburg, 2010;Neumerski, 2013). It is in line with this study findings showing that principle leadership gives direct effect on teachers' performance and gives indirect effect on students' achievement through teachers' performance.…”

Section: The Effect Of Instructional Leadership On Teacher Performancsupporting

confidence: 86%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

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Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

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Section: The Effect Of Instructional Leadership On Teacher Performancsupporting

confidence: 86%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

View full text Add to dashboard Cite

show abstract

“…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. However, Heaven and Bourne (2016) found a positively weak statistical correlation between the performance of students and instructional leadership. Similarly, Dutta and Sahney (2016) found that principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement.…”

Section: Introductionmentioning

confidence: 90%

The Instructional Leadership Practices of School Heads

Aureada¹

2021

IJEMDS

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This qualitative research study investigated the instructional leadership practices of the school heads in the City Schools Division of Tayabas City and related them to the students' achievement. Using purposive sampling, a triangulation approach as used to interview a total of 55 teachers and 25 school heads who were responsible for grade 6 students. The 60-minute interviews were held at the school premises during the visitation and monitoring period. It also evaluated several documents and the National Achievement Test. The results showed school heads mostly carried out functions related to mission, management of curriculum and instruction, supervision and support teaching, monitoring of student progress and promoting an effective instructional climate. However, there was no proper monitoring and evaluation.The teachers' competencies, or the lack of it, have not been closely monitored and evaluated.It was concluded that school heads had more difficulties fulfilling duties related to teaching and learning than managerial functions. The results are beneficial to the school superintendent as baseline for the continuous improvement of the instructional leadership. It is highly beneficial for the conduct of further research correlating the instructional leadership with the students' academic achievement.

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“…This implies that failure to supervise well the teachers would result in ineffective instruction and adversely affect students' academic output. Several other studies have subsequently found a significant relationship between instructional supervision and student outcome in various countries (Comfort, Aina, & Idowu, 2017;Heaven & Bourne, 2016;Okendu, 2012;Tyagi, 2010;Veloo, Komuji, & Khalid, 2013). This finding can be argued to be true when other factors such as adequate levels of staffing are taken into account.…”

Section: The Relationships Between the Instructional Supervision Practice And Students Academic Performancementioning

confidence: 93%

The Role of Instructional Supervision on Students’ Academic Performance in Injibara Administrative Town General Primary Schools

2021

JEP

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The purpose of the study was to assess the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. This study would provide to some insight to improve the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. The study was mainly focused and delaminated on the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. Different literatures related to the issue were used to strength the study. Descriptive survey research design was used and data was primarily collected through questionnaire interview and document analysis from primary schools. Out of 7 government primary schools, 5 schools were selected through simple random sampling technique. From these schools 107 teachers were selected through stratified random sampling technique and supervisors and principals of sample schools were taken by using comprehensive sampling technique. The findings of the study showed that the role of instructional supervision practice reported mean was lower than expected results and as the result the students achievements was above average and nearest to the expected mean. Negative and insignificant relationship was observed between school supervisors' practices and students' academic achievement in Injibara administrative town general primary schools (-.029). The conclusion drawn from this study showed that the school supervisors' practice was lower than expected mean but the result of the students' achievements was at average level.

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Instructional Leadership and Its Effect on Students’ Academic Performance

Abstract: Introduction: Leadership in schools has been a major cause for concern, not only in our Jamaican society, but on a global level. Leaders are metaphorically viewed as anchors, as they are totally responsible for the success of their organization.

Cited by 15 publications

References 33 publications

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

The Instructional Leadership Practices of School Heads

The Role of Instructional Supervision on Students’ Academic Performance in Injibara Administrative Town General Primary Schools

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