Název: School principals instructional leadership and strategies in working with teachers
Zdrojový dokument: Studia paedagogica. 2025, roč. 30, č. 3, s. [42]-70
Rozsah
[42]-70
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2025-3-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.83352
Type: Článek
Jazyk
anglicky
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Instructional school leadership (ISL) refers to a set of roles and tasks undertaken by school principals (along with other stakeholders involved in school leadership) to enhance the teaching and learning process. This is achieved by guiding, supporting, and providing resources for teachers and students. This article presents research findings on ISL, aiming to deepen the understanding of factors that may either facilitate or hinder ISL practices, with a particular focus on the relationship between principals and teachers. The research objectives were to assess principals' perceptions of the frequency of specific ISL behaviors in Croatian schools and to explore, from their perspective, the key dimensions of ISL. Furthermore, the study examined the frequency of specific ISL strategies used with diverse groups of teachers based on their attitudes toward principals' instructional activities aimed at improving teaching. A total of 204 principals from primary and secondary schools across Croatia participated in the study. Data collection took place in June 2023 via an online survey. The research employed a survey method using two scales: the Scale for Measuring Instructional School Leadership Characteristics and the Strategies of Instructional School Leadership scale. The findings confirm that principals in Croatian primary and secondary schools frequently engage in instructional leadership activities. Notably, the most prominent dimensions of ISL align with those strongly associated with improved teaching and school achievement in related studies. A particularly encouraging finding is that principals often implement strategies aimed at empowering students in their learning. Insights from studies conducted in other national contexts highlight the importance of more frequent use of strategies focused on strengthening teacher capacities, especially those that enhance their sense of effectiveness and foster a supportive work environment. However, the results also reveal that a significant number of principals struggle to identify effective strategies for working with teachers who do not support initiatives aimed at improving teaching and learning. Whether these teachers are resistant or indifferent to such initiatives, the data suggest that the presence of such teachers in schools may be substantial (from the principals' perspective) and should not be overlooked.
Note
This text was developed as part of the project Analysis of the Design of Local Education Policies (uniri-iskusni-drustv-23-193), carried out with the support of the University of Rijeka.
Reference
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[12] Gordon, S. P., Jacobs, J., Croteau, S. M., & Solis, R. (2021). Informal teacher leaders: Who they are, what they do, and how they impact teaching and learning. Journal of School Leadership, 31(6), 526–547. https://doi.org/10.1177/1052684620924468 | DOI 10.1177/1052684620924468
[13] Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. https://doi.org/10.1080/15700760500244793 | DOI 10.1080/15700760500244793
[14] Hallinger, P. (2011). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47(2), 271–306. | DOI 10.1177/0013161x10383412
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[16] Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2017). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management, Administration & Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283 | DOI 10.1177/1741143217700283
[17] Hendawy Al-Mahdy, Y. F., Hallinger, P., Omara, E., & Emam, M. (2024). Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis. Educational Management Administration & Leadership, 52(4), 878–900. https://doi.org/10.1177/17411432221113912 | DOI 10.1177/17411432221113912
[18] Horng, E. L., Klasik, D., & Loeb, S. (2010). Principals’ time use and school effectiveness. American Journal of Education, 116(4), 491–523. https.//doi.org/10.1086/653625 | DOI 10.1086/653625
[19] Jenssen, M. M. F., & Paulsen, J. M. (2024). Combining capacity for instructional leadership with individual core practices in the Norwegian policy context. Educational Management Administration & Leadership, 52(2), 475–492. https://doi.org/10.1177/1741143222108415 | DOI 10.1177/17411432221084155
[20] Kovač, V. (2021a). Instrukcijsko školsko vođenje: prikaz i analiza dosadašnjih istraživanja. In V. Kovač, N. Rončević, & Z. Gregorović-Belaić (Eds.), U mreži paradigmi: pogled prema horizontu istraživanja u odgoju i obrazovanju (pp. 223–268). Filozofski fakultet u Rijeci.
[21] Kovač, V. (2021b). Instructional school leadership scenarios from the perspective of Croatian high schools principals. Život i škola. 61(1), 9–31. https://doi.org/10.32903/zs.67.1.1 | DOI 10.32903/zs.67.1.1
[22] Kovač, V., & Pažur, M. (2021). Activities and characteristics of instructional school leadership from the perspective of elementary school principals. Školski vjesnik, 70(2), 5–33. https://doi.org/10.38003/sv.70.2.2 | DOI 10.38003/sv.70.2.2
[23] Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321–349. https://doi.org/10.1177/0013161X19861137 | DOI 10.1177/0013161x19861137
[24] Lai, H.-C., & Lien, H.-Y. (2023). Instructional leadership scale for high school principals: Development and validation. Educational Management Administration & Leadership, 53(3), 484–498. https://doi.org/10.1177/17411432231177531 | DOI 10.1177/17411432231177531
[25] Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347 | DOI 10.1177/0013161x10377347
[26] Liu, S., & Hallinger, P. (2024). The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership, 52(3), 556–575. https://doi.org/10.1177/17411432221089185 | DOI 10.1177/17411432221089185
[27] Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 49(1), 188–207. https://doi.org/10.1177/1741143219888742 | DOI 10.1177/1741143219888742
[28] Male, T., & Palaiologou, I. (2013). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration & Leadership. 43(2), 214–231. https://doi.org/10.1177/1741143213494889 | DOI 10.1177/1741143213494889
[29] Markočić-Dekanić, A., Gregorović, M., & Batur, M. (2020). TALIS 2018: Učitelji, nastavnici i ravnatelji – cijenjeni stručnjaci. NCVVO. https://www.bib.irb.hr/1055447
[30] Miller, D., & Anthony, A. B. (2021). Professional learning plan: A tool to facilitate teacher collaboration and improve instructional practice. Journal of Cases in Educational Leadership, 24(4), 84–102. https://doi.org/10.1177/15554589211021139 | DOI 10.1177/15554589211021139
[31] Munna, A. S. (2023). Instructional leadership and role of module leaders. International Journal of Educational Reform, 32(1), 38–54. https://doi.org/10.1177/10567879211042321 | DOI 10.1177/10567879211042321
[32] Nawab, A., & Noor, T. (2023). “My supervisors first check school cleanliness”: Factors inhibiting instructional leadership practices in Northern Sindh, Pakistan. Educational Management Administration & Leadership, 53(3), 499–514. https://doi.org/10.1177/17411432231177532 | DOI 10.1177/17411432231177532
[33] Othman, C., & Busari, A. H. (2024). The evolution of instructional leadership: A 10-year bibliometric perspective. International Journal of Modern Education, 6(22), 519–534. https://doi.org/10.35631/IJMOE.622035 | DOI 10.35631/ijmoe.622035
[34] Özdemir, S., Sezgin, F., Kılınç, A. Ç., & Polatcan, M. (2023). A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance. Educational Management Administration & Leadership, 53(3), 515–535. https://doi.org/10.1177/17411432231177536 | DOI 10.1177/17411432231177536
[35] Pažur, M. (2019). Povezanost demokratskoga školskog vođenja i demokratske školske kulture u percepciji učitelja osnovnih škola [Dissertation, Sveučilište u Rijeci] Repozitorij Filozofskog fakulteta Rijeka. https://urn.nsk.hr/urn:nbn:hr:186:372237 | DOI 10.21464/mo.27.2.6
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