Instructional Leadership in Practice: What Does It Look Like, and What Influence Does It Have?

Graczewski, Cheryl; Knudson, Joel; Holtzman, Deborah

doi:10.1080/10824660802715460

Cited by 49 publications

(35 citation statements)

References 7 publications

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“…Graczewski, Knudson, and Holtzman (2009) found a significant positive relationship between goal setting comprehensive school to the professional growth of effective teachers focused on teaching content and curriculum. Teacher requires basic competencies to become an educator.…”

Section: Discussion Of Resultsmentioning

confidence: 96%

Headmaster Instructional Leadership and Organizational Learning on the Quality of Madrasah and the Quality of Graduates the State Madrasah Aliyah at Jakarta Capital Region

Rosmaniar¹,

Marzuki²

2016

HES

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The purpose of this study is to look closely aspects of instructional leadership, and organizational learning affect the quality of madrasah in improving the quality of graduate the state madrasah aliyah. The experiment was conducted using a quantitative approach with descriptive and inferential methods, in inferential methods used correlation analysis and regression analysis. The process is first conducted analysis of data validity and reliability of data as well as test for normality using the Kolmogorov-Smirnov Test. The study population is the overall teacher the State Madrasah Aliyah at Jakarta Capital Region. The study sample size of 150 teachers. The collecting data about the instrument with research using Likert scale, to obtain data on instructional leadership, organizational learning, quality of madrassah and the quality of graduates. The results of research known that headmaster instructional leadership has a strong and positive relationship with the quality of the madrasah, the quality of graduates, organizational Learnings have strong relationships and positive impact on the quality of madrasah. The quality of graduates and have a reciprocal relationship with a high instructional leadership. It can be concluded that an increasing in the quality of madrasah and the quality of graduates at the school can be done with an increase in instructional leadership and organization of learning in the madrasah. Thus improvement instructional leadership and organizational learning have a positive influence on the improvement of the quality of madrasah and the achievement of the quality of graduates.Keywords: headmaster instructional leadership, organizational learning, the quality of the madrasah, the quality of graduates

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Section: Discussion Of Resultsmentioning

confidence: 96%

Headmaster Instructional Leadership and Organizational Learning on the Quality of Madrasah and the Quality of Graduates the State Madrasah Aliyah at Jakarta Capital Region

Rosmaniar¹,

Marzuki²

2016

HES

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“…For instance, there have been books on this reform by such disparate authors as Darling-Hammond et al (2005) and Hess (2005). Also, in 2009, the Journal of Education for Students Placed at Risk (JESPAR) published a series of articles on the San Diego reform, including, among other scholars, O'Day and Quick (2009), Graczewski, Knudson, andHoltzman (2009), andBetts (2009). Strongly influenced by Alvarado's success in improving the capacity of teachers to improve student learning in New York's District 2, the focus of the San Diego reform was also largely on improving teacher capacity, in this case, using peer coaches to assist teachers on increasing literacy learning at all levels (Betts, 2009).…”

Section: Mckenzie Et Almentioning

confidence: 99%

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

McKenzie¹,

Skrla²,

Scheurich³

et al. 2011

Journal of Education for Students Placed at Risk (JESPAR)

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“…De Grauwe (2005) argues, on the other hand, that it been introduced for financial and managerial reasons. The role has changed from a traditionally administrative focus with activities like scheduling or discipline (Graczewski et al, 2009). Lundhal (2002Lundhal ( , 2010 discusses how the principals no longer can rely on a book of paragraphs when they deal with different situations and that they have to rely more on their own judgment.…”

Section: School-based Management and Consequencesmentioning

confidence: 99%

School-Based Management with or without Instructional Leadership: Experience from Sweden

Lindberg

Vanyushyn

2013

JEL

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This study sets out to examine schools principals' perception of the importance of school-based management (SBM) and instructional leadership tasks and their assessment of the performance of those tasks in Swedish upper secondary schools. A review of the literature on SBM and instructional leadership results in a list of twenty one tasks grouped into administrative, firefighting, and instructional leadership. Analysis of the survey responses from 234 principals shows that 80% of administrative and 75% of firefighting tasks were seen as highly important and performed well, while 68% of instructional leadership tasks were perceived as of having lower importance and performance. Implications for school principals and policy-makers are discussed and venues for future research are outlined.

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Instructional Leadership in Practice: What Does It Look Like, and What Influence Does It Have?

Cited by 49 publications

References 7 publications

Headmaster Instructional Leadership and Organizational Learning on the Quality of Madrasah and the Quality of Graduates the State Madrasah Aliyah at Jakarta Capital Region

Headmaster Instructional Leadership and Organizational Learning on the Quality of Madrasah and the Quality of Graduates the State Madrasah Aliyah at Jakarta Capital Region

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

School-Based Management with or without Instructional Leadership: Experience from Sweden

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