Instructional leadership and student achievement

2021 ◽  
Author(s):  
Jeremy Anthony McDonald
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Leadership And Student Achievement

scholarly journals HUBUNGAN KEPEMIMPINAN PEMBELAJARAN KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU DENGAN PRESTASI BELAJAR SISWA DI SMA NEGERI KOTA BIMA

2018 ◽  
Author(s):  
Andang
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Learning Process ◽  
Quantitative Approach ◽  
Principal Instructional Leadership ◽  
Pedagogical Competence

Leadership learning and pedagogical competence of teachers is principals and teacherscompetence that focus on strengthening the learning process with the aim of increasing student achievement. This study uses a quantitative approach to the study of correlation and regression. The results showed: 1) there is a relationship between the principal instructional leadership with student achievement in SMA Bima City of 38.9%; 2) there is a relationship between the pedagogical competence of teachers with student achievement in SMA Bima City of 44.6% and 3) there is a relationship between the principal instructional leadership and pedagogical competence of teachers to student achievement in SMA Bima City of 51.7%.

scholarly journals Instructional Leadership in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 537-547
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Teacher Development ◽  
Teaching And Learning ◽  
School Leaders ◽  
Secondary Data ◽  
Strong Relationship ◽  
Ministry Of Education ◽  
The Right ◽  
Improving Student Achievement

Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

The impact of instructional leadership, professional communities and extra responsibilities for teachers on student achievement

2017 ◽  
Vol 31 (3) ◽  
pp. 383-395 ◽  
Author(s):  
Abdullah Alam ◽  
Mushtaq Ahmad
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Primary Schools ◽  
Teacher Commitment ◽  
Mediation Effect ◽  
Professional Communities ◽  
Content Type ◽  
Independent Variables ◽  
Teaching Responsibilities ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of instructional leadership, professional communities and extra “non-teaching” responsibilities for teachers on student achievement. Design/methodology/approach For a sample of 214 teachers from 88 primary schools in Pakistan, exploratory and confirmatory factor analyses were conducted to study the factor structure of the items. Correlation and hierarchical regression analysis was done to study the impact of the independent variables on student achievement; directly and through the mediation effect of teacher commitment. Findings The analysis of the data reveals that teacher commitment mediates the relationship between the independent variables and student achievement. Practical implications This study has implications for the education management and policy community in the sense that they should not engage teachers into non-teaching roles and promote instructional leadership within the school managers and help in development of teacher networks which will subsequently add to student achievement. Originality/value The role of teacher commitment in explaining the student achievement has not been researched extensively in the past. The study at hand intends to fill this research gap. Furthermore, the impact of extra “non-teaching” responsibilities on teacher commitment and subsequently the student achievement has not been studied before. Hence, this study is expected to open up a new dimension in this regard.

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