Documenti di Didattica
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LITERATURE REVIEW
2.1 Introduction
Instructional leadership is the integration of four broad areas in education. The four main
dimensions are direct assistance, professional development, curriculum development, group
development. These four dimensions will used to improve the instruction through action
research (Glickman, 2010). In this chapter, we will view four main domain which affecting
the instructional leadership which mainly focused on the instructional improvement in
achieving school goals. First we will view about literature about instructional leadership.
After that, we view on the professional leadership. Third is regarding shared vision and clear
goal and fourth is about the continuous monitor to teacher progress and the fifth literature
about the professional development.
2.2 Instructional Leadership
According to the study conducted in Georgia, USA, the researcher examined teachers
perspectives on the principals every instructional leadership characteristics on teachers. The
finding shows two important dimensions which principal encourage a reflection from
teachers and promote staff development. Hence, teachers are encouraged to making
suggestion, giving feedback, apply modelling, giving advice, inquiry and opinions and giving
praise. In this research, the researchers found that the principal who play their role as
effective instructional leader is willing to listen to teachers problem, make teachers realize
the real problem and give alternative solutions to overcome the problem. The finding also
shows that principals focus on six ways to promote the staff development among teachers.
The strategies are giving new ideas on new learning, develop mentoring, encourage
collaborative among teachers, redesign staff development base on interest and staff demands,
principals effective instructional leadership which bring a great effect to teachers and action
research implementation (Blas and Blas, 2000)
According to Horng and Loeb (2010), explore new thinking in Instructional
Leadership. The instructional improvement basically based on the principals individual
practices and allocation of resource. This study focused on the importance of the classroom
teaching with the involvement of principals. It depends on how the teachers are hired and
retained them and also create the way to improve the quality of teaching and learning. In this
study, the improvement of a school in achievement of their students is based on the principal
who can be a good instructional supervisor rather than being an observer or giving direct
coaching to the teachers.
In their research, they found that in achieving the growth in student is depend on
principals who play their role as effective organizational managers. It means the principal
focused more on the structure of their organization to improve the teaching. Hence, in this
study, the researcher also found that principals strategically use professional development as
a tool to reward and retain the effective teachers in school. Especially in handling teachers
who performs poorly. The researchers also examine the principles role in support the teacher
through the collaborative working environment. They found that organizational managers
who guide the teacher and school leader on the way to improve their instructional practices
(Horng and Loeb , 2010).
Professional
Leadership
Promote
Professional
Growth
Factors
affecting
Instructional
Leadership
Shared
mission and
clear goals
Continuous
monitor
teacher
progress
principal. These roles are the important factors which affecting Instructional Leadership
practices. The first dimension is shared mission and clear goals. This factor focuses on
principals role who working with their school teachers to make sure that the school goals are
clear, measureable and time based where mainly focus on student achievement. This is one of
the factor that affecting the instructional leadership of school principal where principals be
responsible to share these school goals with school community.
The second dimension is continuous monitor teachers progress. This factor focuses
on the integration and control of teaching and learning process. Hence, principal needs to be
more concern in supervising, encouraging and monitoring the classroom instructional
practices. Moreover, it helps principal to involve more in schools improvement.
The third dimension is Promoting Professional Development. Principal needs to
promote professional development through many programs such as peer coaching, peer-peer
network which could help teachers classroom practices and learning of the students. Dwyer,
Hallinger and Murphy, 1986 mentioned that values and practices create a climate and
support the continuous improvement of teaching and learning.
The fourth dimension is professional leadership. This factor shows that how principals
contribute to the effectiveness of school and student performance directly and indirectly with
the ways used by principals through influencing classroom and school condition.
be promoted, use data appropriately and make leaders engage in conversation with courage.
According to Fullan (2006), who stated that professional learning communities should be
applied to support the networks in building collaborative learning cultures. In this study, there
also an issue of resistance to change which Herold and Fedor (2008) point out, to leaders that
they lead their followers towards change and need a good relationship quality with followers.
2.5 Continuous monitor teacher progress
According to summary written at Greensboro, the researcher has well documented
understanding about leadership at the school level. The major finding from that research on
school leadership can be categorized into 5 claims. The first claim is leadership has a
significant effects on student learning and also curriculum is quality and teacher leaders focus
more to the leadership which is formal in schools rather than help teachers towards
improvement. The third claim is about setting a direction; develop the organization and also
the people to reach the goals. Forth claim is regarding schools that have successful leaders
giving a productive respond to the opportunities and challenges created by the accountabilityoriented policy. The fifth claim is the leaders who are successful will give feedback
productively to the challenges and opportunity in teaching different types of students. Based
on the 5 claims in those findings, the scholars conclude that leaders should have the
appropriate values, background and connection within community in leading school in order
to foster the diversity in educational leadership, (Leithwood and Riehl, 2003).
Reference
Glickman, C.D. , Gordon, S.P & Ross Gordon, J.M. (2010). Supervision and Instruction: A
developmental approach(2nd Ed)Boston:Allen and Bacon.
Horng.E and Loeb.S,(2010) New Thinking about Instructional Leadership, V92 N3 Kappan
,66-69
Leithwood,K. and Riehl,C.J.(2003) What we know about successful school leadership,
Philadephia, PA : Laboratory for student success, Temple University