Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence

Abstract

The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional leadership that has been devolved to the middle leadership level; investigate perceptions of expectations held of middle leaders in schools; and investigate their perceived confidence in performing the role. An on-line survey of 185 primary and secondary school middle-level leaders confirmed strong agreement with the role expectations described in terms of a conceptual framework of direct instructional leadership. The results indicated that whilst overall confidence in performing these tasks was high, gaps existed between role expectations and performance confidence, with the function of "having difficult conversations" being the largest gap for both primary and secondary school middle-level leaders.

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“…According to Cardno et al (2019) claimed that principals hone guidelines authority, which is considered imperative in progressing teachers' educational programs conveyance capacity, which eventually upgrades learner execution. Tall learner execution is subordinate on teachers' authority of substance and academic information, and how they use this information to improve learners' scholastic comes about.…”

“…Tall learner execution is subordinate on teachers' authority of substance and academic information, and how they use this information to improve learners' scholastic comes about. Therefore, a need of guidelines bolster from school principals will result in instructors coming up short to perform to their most extreme potential; subsequently, demotivation may happen, which would influence their endeavours to deliver way better learner results (Cardno et al, 2019). Viable principals work towards making and overseeing the school environment in a way that permits for viable educating and learning to require put.…”

Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools

“…[L]ead teaching and learning in the school; shape the direction and development of the school; manage the quality of teaching and learning and securing accountability; develop and empower staff and others. Cardno et al (2019) claimed that principals practise instructional leadership, which is considered important in improving teachers' curriculum delivery capacity, which ultimately enhances learner performance. High learner performance is dependent on teachers' mastery of content and pedagogical knowledge, and how they utilise this knowledge to enhance learners' academic results (Mathunyane 2013).…”

“…Botha (2004) believes that principals as instructional leaders need to ensure that teachers and middle managers receive instructional guidance and support and build teams (Krasnoff 2015), which would enable them to teach effectively. Almost two decades later, scholars such as Cardno et al (2019) and Abdullah et al (2019) alluded to the significance of principals creating a culture of shared responsibility of instructional leadership duties with middle managers to improve curriculum delivery. Vilakazi (2016) claimed that when principals fail to dedicate adequate time towards managing teaching and learning by creating conducive environments, teachers lack the enthusiasm to go the 'extra mile', which results in learners producing mediocre work or results.…”

“…Effective instructional leaders successfully influence others to utilise appropriate instructional practices with their exceptional knowledge of the relevant subject matter. In well-functioning schools, the focus is always on improved student outcomes (Al Hosani 2015;Cardno et al 2019). To this end, principals need to ensure that teachers are provided with relevant and continued professional development.…”