Building a Theory on Instructional Leadership Effectiveness of The School Heads

Abstract

INTRODUCTION

One of the most important issues facing our education system today is how to improve school performance and learning outcomes in our public schools. These days, educators, specifically school heads are expected to meet the increasing demands of society for higher achievement and are held accountable for meeting local and national standards. To meet this challenge, the school head must be an instructional leader who is both committed to academic achievement, and not be content with the status quo. The school head faces a particularly challenging situation in that they must create an environment in which academic achievement and learning standards are balanced with the unique developmental needs of students.

METHODS

This qualitative research employed the Grounded Theory method of analysis designed by Kathleen M. Eisenhardt. The process of gathering and analyzing data was anchored through multiple cases, leading the researcher to crafting the framework for effective instructional leadership from the point of view and perspective of the participants.

RESULTS

The final theoretical framework for instructional leadership effectiveness of school heads in this study are the following: cultivating shared leadership capacity, radiating positivity and flexibility, fostering collaboration and effective communication, establishing supervision standards with enhanced M&E mechanism, emphasizing professional development, strengthening vision for inclusive education, and embracing creative solutions.

DISCUSSIONS

The results call for a need to develop and strengthen skills for leadership that contribute to improving school outcomes. There is a need to treat leadership development as a continuum by fostering collaboration between national and local governments to define national programs and developing incentives to ensure participation of school leaders. There is also a need to ensure coherent provision across different institutions through trainings that can be provided by Department of Education or local governments or outsourced to specialized institutions. There is also a need to consider developing national institutions of school leadership to raise awareness. Administrators must ensure appropriate variety for effective training by considering curricular coherence, experience in real contexts, cohort grouping, mentoring, coaching and peer learning and structure for collaborative activity between the program and the schools when establishing the content, design and methods of programs.