Browsing by Subject "Instructional leadership"
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    The development of a professional learning community model for enhancing the instructional leadership capabilities of middle school teachers in Maoming, Guangdong Province of China
    ( 2020) Hui, Xie ; Poonpilas Asavisanu
    The objective of this study was to develop a professional learning community model to enhance the instructional leadership capabilities of middle school teachers. This study focused on middle schools in Maoming, Guangdong province of China. The study utilized a mixed-methods approach which involved both content analysis, interviews and questionnaires. A random sample of 613 middle school teachers participated in the research which examined principals’ capabilities and professional learning communities for enhancing the instructional leadership capabilities of teachers. Multiple regression analysis was used to determine the significant principals’ capabilities and attributes of professional learning communities for enhancing teachers’ instructional leadership capabilities. The final model was developed from the analysis of the data and validated by external experts.The results indicated that there is a gap between the desirable and current instructional leadership capabilities of teachers, principals’ support was insufficient, and the professional learning communities were not working as well as expected. Recommendations include having principals develop their specific capabilities in order to develop teachers’ instructional leadership. Additionally, principals and teachers should work togetherto overcome obstacles and focus joint effort in creating effective professional learning communities in their schools. Professional learning communities are essential to learning and when professional learning communities are well operated, they have the potential to help teachers learn from each other and conduct collaborative work with focus on student learning.
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    The development of an instructional leadership model for outcome-based education at private higher education institutions in Cambodia
    ( 2020) Hoeun, Chhourn Bun ; Poonpilas Asavisanu ; Merritt, Matthew
    The main purpose of this study is todevelop an instructional leadership model for outcome-based education which has to be implemented in private higher education institutions in Cambodia. An exploratory sequential mixed-method (quantitative and qualitative) was employed for the study. Five private universities in Cambodia with 211 lecturers and 10 academic administrators participated in the study. Survey was used to collect the quantitative data with lecturers and interview was held to collect qualitative data with the academic administrators. For quantitative data, means, standard deviation and multiple regression were used to analyze the data and for qualitative data, content analysis was employed to analyze the data. The findings of instructional leadership and outcome-based education wereconsistent to the overall framework of the theories. Instructional leadership was found moderately practiced by the academic administrators of the five Cambodian private universities. The current practices of instructional leadership significantly correlated with the current outcome-based education practices. Four dimensions include Professional Development, Supervision of Curriculum Development and Instruction, and A Supportive and Collaborative Environment strongly and significantly correlated with all stages of outcome-based education. Three factors including Funding and Facilities, Cooperation, Culture, and Values, and Qualification, Skills, and Experience were found significantly affected instructional leadership practices. Outcome-based education was not found typically practiced by the selected universities though the quantitative data from survey gave greater mean score while the interviews offered in depth of the current practices. A model of instructional leadership for outcome-based education was developed with two parts: instructional leadership and outcome-based education. The new instructional leadership model is to be implemented by the students, lecturers, academic administrators, and higher education institutions in Cambodia.
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    THE DEVELOPMENT OF PRINCIPAL LEADERSHIP MODEL AT INTERNATIONAL BACCALAUREATE SCHOOLS IN THAILAND
    (Digital Production Press, Assumption University, 2015) Ambika Subrahmanya ; Nathara Mhunpiew
    The main aim of this study was to identify principal leadership responsibilities to develop principal leadership model at International Baccalaureate schools in Thailand. Transformational and instructional leadership approaches along with both qualitative and quantitative elements from the research were used to create the model. The data was gathered from 145 teachers from IB authorized international schools in quantitative approach and three principals were interviewed in qualitative approach. The results from the average mean showed that there is significant difference between current and desirable practices of principals at IB schools. Thirteen responsibilities out of twenty one responsibilities were significantly different. The data from the interview method were analyzed by constant comparative method and the findings revealed four leadership dimensions along with four domains. They were mentioned as factors for student academic achievement by Marzano (2005). Results of this study confirmed the findings from the literature that student academic achievement is the result of great leadership by responsible principal.
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    Instructional leadership practices for developing the 21st century competencies of undergraduate students at public universities in Tanzania
    ( 2021) Mushi, Emmanuel Paul ; Ye, Yan
    The purpose of this paper was to identify key instructional leadership (IL) practices and the 21st century competencies (TFCC) and relate the two using the context of Tanzanian public universities. The paper relied on literature review and content analysis to come with survey questionnaire. From literature review and content analysis, thirteen (13) instructional leadership practices and six (6) 21st century competencies were identified. These included leadership focus on improvement of teaching and learning, use of appropriate leadership styles and competencies, and setting vision, mission and goals. Further, the practices included use of social-constructivist instructional methods such as student-centered approach, collaborative learning and problem-based learning. Survey questionnaire formed from the identified IL practices and TFCC was used to collect data from 222 public university lecturers in Tanzania. Analysis of the data though Pearson Correlation r indicated that there is a strong positive relationship between the instructional leadership (IL) practices and the 21st century competencies (TFCC). The analysis found a Pearson Coefficient (r) of .654, with a p-value of .000. Moreover, all the sub-variables under the instructional leadership correlated positively with sub-variables under the 21st century competencies, and there was on average strong positive association of the sub-variables within the two main variables.
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    The relationship between teachers' perception of instructional leadership and organizational climate at Santichon Islamic School
    (Assumption University Press, 2018) Narakorn Wongson ; Yan, Ye
    The main purpose of this study were to identify teachers’ perceptions of instructional leadership including the examination of several constructs (frame the school goals, communicate the school goal, supervise & evaluate instruction, coordinate the curriculum, monitor student progress, protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development and provide incentives for learning) and organizational climate, and to determine the relationship between teachers’ instructional leadership and organizational climate at Santichon Islamic School, Bangkok, Thailand, in the academic year of 2016-2017 . A questionnaire was used to investigate the teachers’ level of instructional leadership and organizational climate as a source of data. A total of 87 full time teachers from Santichon Islamic School were selected as the participants in this study. The study found that the level of teachers’ instructional leadership was “moderate”, but the level of teachers’ organizational climate was “high”. In addition, there was no significant relationship between teachers’ instructional leadership and organizational climate.
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    The development of instructional leadership strategies for taekwondo instructors of Taekwondo Dojangs in Thailand
    (Bangkok : Assumption University Press, 2022) Tisirak Soonarong ; Nathara Mhunpiew
    This research aims to develop the instructional leadership strategies for Taekwondo instructors of Taekwondo dojangs in Thailand by exploring the desirable and current instructional leadership components for Taekwondo instructors. Additionally, analyzing the needs of instructional leadership and the current teaching environment regarding instructional leadership for Taekwondo instructors.This descriptive research used two methods, the qualitative and quantitative methods. There were 630 Taekwondo instructors as a sample of the population of 8,596 Taekwondo instructors in Thailand. Questionnaires and strategic evaluation forms were the instruments to accomplish the research objectives. Descriptive statistics consisted of Mean, Frequency, Percentage, PNIModified, SWOT analysis, TOWS analysis, and validation from the experts. The research findings presented that the desirable instructional leadership for Taekwondo instructors had the highest average value, supporting student learning as a sub-component with the highest value while effective communication with the lowest value. The current instructional leadership for Taekwondo instructors presented a high average value, supporting student learning with the highest value, whereas vision and goal have the lowest value. Instructional leadership needs were vision and goal, creating a good environment for learning, developing a teaching career, effective communication, developing curriculum, supporting student learning, and wide knowledge, respectively. The strength included wide knowledge, supporting student learning, developing curriculum, and effective communication, whereas the weakness was vision and goal, creating a good environment for learning, and developing a teaching career. The opportunity concerned technological and social factors, while economic and political factors were threats. As a result, instructional leadership strategies for Taekwondo instructors of Taekwondo dojangs in Thailand comprised seven strategies.