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Instructional Leadership Practices of the School Heads to Improve Teachers Performance



Sarah Jean L. Gading, 2024. Instructional Leadership Practices of the School Heads to Improve Teachers Performance. United International Journal for Research & Technology (UIJRT). 5(6), pp89-110.


The study entitled “Instructional Leadership Practices of the School Heads to Improve Teachers’ Performance” represents a significant endeavor in understanding the nuanced strategies employed by school leaders to bolster the effectiveness of teaching through instructional leadership. By focusing on instructional supervision, feedback mechanisms, and coaching and mentoring practices, the research aimed to provide a comprehensive view of the landscape within Irosin District II during the academic year 2022-2023. Through a systematic approach encompassing literature review, precise research question formulation, participant selection, and data collection via surveys and focus group discussions, the study ensured a rigorous examination of the subject matter.
The findings of the study revealed a multifaceted array of instructional leadership practices, showcasing innovations in curriculum delivery, adaptability to diverse learning styles, and alignment with educational standards. Despite these advancements, challenges persisted, particularly in the specificity and actionable nature of feedback mechanisms. This highlighted the pressing need for enhanced strategies to provide teachers with meaningful insights for professional growth. Furthermore, the study identified gaps in the implementation of coaching and mentoring programs, emphasizing the importance of seamlessly integrating these practices into daily routines to foster substantial development among educators.
The research not only illuminated the complex dynamics of instructional leadership but also offered pragmatic recommendations for improvement. Prioritizing continuous professional development for school heads, cultivating a supportive culture conducive to effective communication and personalized feedback, and honing in on specific areas such as school performance indicators were among the proposed measures. By serving as a valuable resource for educational leaders, the study provided actionable insights aimed at refining instructional leadership practices and ultimately enhancing the quality of teaching within schools. It underscored the significance of ongoing research and refinement in educational leadership to meet the evolving needs of the educational landscape.
The study underscored the importance of fostering collaborative relationships between school leaders and teachers. Effective instructional leadership thrives on open communication channels and mutual respect between administrators and educators. By encouraging a culture of collaboration, where teachers feel empowered to voice their concerns and ideas, school leaders could leverage collective expertise to address challenges and implement innovative instructional practices. This collaborative approach not only enhanced the effectiveness of instructional leadership but also cultivated a sense of ownership and commitment among teachers toward achieving shared educational goals.
Moreover, the study emphasized the significance of ongoing monitoring and evaluation of instructional leadership practices. Continuous assessment allowed school leaders to gauge the impact of their strategies on teachers’ performance and student outcomes. By regularly reviewing feedback mechanisms, coaching sessions, and professional development initiatives, administrators could identify areas of improvement and adapt their approaches accordingly. This iterative process ensured that instructional leadership remained responsive to the evolving needs of both teachers and students, fostering a culture of continuous improvement within the school community.

Keywords: Coaching, Collaboration, Continuous Evaluation, Curriculum Delivery, Educational Excellence, Educational Improvement, Educational Standards, Feedback Mechanisms, Instructional Leadership, Instructional Supervision, Learning Styles, Mentoring, Professional Development, School Heads, Teacher Performance.

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