The Evolution of Instructional Leadership

Hallinger, Philip

doi:10.1007/978-3-319-15533-3_1

Cited by 35 publications

(57 citation statements)

References 125 publications

(233 reference statements)

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“…Principal as the Agent of Change of Inclusive Education Many studies have revealed the importance of the principal's role as instructional leader as well as agent of change in schools (Bossert et al, 1982;Sweeney, 1982in Hallinger, 2015 and Greenfield, 1986, in Thornburg, 2015. A similar opinion Okeke (2019) revealed that the principal was the most important element in the school.…”

Section: Bmentioning

confidence: 99%

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The Principal Leadership in Developing Inclusive Education for Diverse Students

Setia

Leng

Mauliate

et al. 2021

International Journal of Emerging Issues in Early Childhood Edu

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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.

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Section: Bmentioning

confidence: 99%

“…A similar opinion Okeke (2019) revealed that the principal was the most important element in the school. The principal's behavior significantly influences any matters that happen in school (Hallinger, 2015) and to create an effective school (Andersen et al, 2005).…”

Section: Bmentioning

confidence: 99%

The Principal Leadership in Developing Inclusive Education for Diverse Students

Setia

Leng

Mauliate

et al. 2021

International Journal of Emerging Issues in Early Childhood Edu

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“…Both research and practice showed evidence that instructional leadership is a prominent indicator in the development of students and the school (Lai & Cheung, 2013). The research on instructional leadership in effective schools emerged in the United States, and these studies were evaluated in three periods (Hallinger & Wang, 2015;Harris, 2004;Hopkins, 2013Leithwood et al, 2005Rigby, 2014;Robinson, 2010;Scheerens, 2012;Sheppard, 1996). In the first period, the differences in the educational achievement of schools in spite of having similar student profiles and resources were found to be due to the instructional leadership of school principals.…”

Section: English Version Introductionmentioning

confidence: 99%

“…The studies of this period concentrated on the characteristics of the school environment such as school climate, collective efficacy, trust in and commitment to the school, and school quality and development as well as student achievement. (Hallinger, 2015;Lee, Hallinger & Walker, 2012;Hallinger & Lee, 2014;Kaparou & Bush, 2015). After all, it is obvious that current research on instructional leadership mostly focuses on teacher performance and commitment, collective teacher competencies, roles and responsibilities of teachers, professional learning community and professional attitudes (Al-Mahdy, Emam, & Hallinger, 2018;Brandon, Hollweck, Donlevy, & Whalen, 2018;Hallinger, Walker, Nguyen, Truong and Nguyen;2017;Hallinger, Hosseingholizadeh, Hashemi & Kouhsari, 2018;Zheng, Yin & Li, 2018).…”

Section: English Version Introductionmentioning

confidence: 99%

“…Son dönem dönemde ise öğretim liderliği uygulamalarının okul üzerindeki etkileri analiz edilmiştir. Bu dönem araştırmalarında okul iklimi, kolektif yeterlilik, okula güven ve bağlılık gibi okul ortamının özellikleri ile birlikte okul kalitesi, okul gelişimi ve öğrenci başarısına odaklanılmıştır (Hallinger ve Murphy 1985;Hallinger, 2015;Lee, Hallinger ve Walker, 2012;Leithwood ve diğerleri, 2005). Bununla birlikte güncel öğretim liderliği araştırmalarının öğretmen performansı ve bağlılığı, kolektif öğretmen yeterlikleri, öğretmenlerin rol ve sorumlulukları, mesleki öğrenme topluluğu ve mesleki tutumlarına yoğunlaştığı görülmektedir (Al-Mahdy, Emam, & Hallinger, 2018;Brandon, Hollweck, Donlevy, & Whalen, 2018;Hallinger, Walker, Nguyen, Truong and Nguyen;2017;Hallinger, Hosseingholizadeh, Hashemi & Kouhsari, 2018;Zheng, Yin & Li, 2018).…”

Section: Introductionunclassified

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An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Cansoy

Polatcan

Kılınç

2019

Educational Administration: Theory and Practice

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The primary aim of this study was to evaluate school principals' instructional leadership behaviours based on teachers' views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers' success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers' professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers' professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals' knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.

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Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Hu,

Duyar

2024

Future in Educational Research

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The purpose of this study was to examine the influence of principals' instructional leadership, teachers' attitudes toward change, teachers' attitudes toward school museums' instructional mission, and schools' collaborative learning culture on students' level of key competencies (e.g., cognitive, creative, and cooperative competencies). A special emphasis was given to the examination of whether the school contexts in the form of school museums have any significant influence on student learning. A random sample of 22 public schools with museums was selected from four cities in China (Shanghai, Shaoxing, Hangzhou, and Foshan). A total of 111 school teachers and 1171 students were included as participants. Multilevel confirmatory factor analysis and structural equation modeling were employed to analyze multisource survey data. Findings revealed that principals' instructional leadership positively influenced students' key competencies, which was mediated by teachers' attitudes toward school museums' instructional mission and schools' collaborative learning culture. Similarly, teachers' attitudes toward change positively predicted students' key competencies. The findings of the study suggest that school museums can be instrumental in improving student learning and, thus, may contribute to large‐scale learning policy changes that incorporate cognitive learning with noncognitive, social, and emotional aspects of learning.

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The Evolution of Instructional Leadership

Cited by 35 publications

References 125 publications

The Principal Leadership in Developing Inclusive Education for Diverse Students

The Principal Leadership in Developing Inclusive Education for Diverse Students

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

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