The Principal as an Instructional Leader

The principle as an instructional leader: A teacher’s perspective on its effect on the school climate

Angelina Anne Balasundaram; Mohd Nazir Bin Mohd Yunos
Faculty of Education
Universiti Teknologi Malaysia (UTM)

Abstract

Instructional leadership is a pivotal factor in the principal becoming an effective leader in a school setting and its implications on the school climate has very significant impact on a school. This research is carried to identify whether this role of the principle as the instructional leader is being practised in Malaysian government schools and its relationship with the overall climate of the school. The method used to carry out this research was a questionnaire of the characteristics of a principle as an instructional leader based on a Ohio State University dissertation project on the implications of instructional leadership (Jana Michelle Alig-Mielcarek, 2003). This questionnaire was then altered to suit the present research. The sample of this research was 45 respondents which were different levelled, experience and background teachers. This research shows that there is a significant relationship between the level of instructional leadership practiced and the creation of positive school climate. The study also shows a linear relationship between the two variable. This shows that the greater the level of instructional leadership practised, the better the school climate will be.

Introduction

The faculty of education in Malaysia is fast developing into a global contender as an education hub.In its effort to build a world-class education system, the MOE, as the main provider of funds, faces the burden of financing the various improvement and intervention efforts; upgrading the quality of teaching and learning; expanding educational programmes such as technical education; expanding and improving the quality of education; upgrading educational infrastructure; improving the quality of teachers; and increasing the efficiency of supervision, monitoring, and evaluation of education programmes(Malaysia education development plan:2001-2010) In line with this, the role of the principle has to evolve itself with these changes because the principle stands as the mover of the school body.

Van de Grift and Houtveen state that educational leadership is “the ability of a principal to initiate school improvement, to create a learning oriented educational climate, and to stimulate and supervise teachers in such a way that the latter may exercise their tasks as effectively as possible” (1999). Instructional leadership is an expounded version of just leadership; the facet of an instructional leader is simple in its definition but complex in its practicality. Parallel to these new demands of a principle, has caused a demand for the principle to take the helm as the instructional leader and thus possess a role that is redefined into the new tasks that are ahead.

A principle who displays the characteristics of an instructional leader must be focused on educating students to high academic achievement. It also incorporates the behaviours which define and communicate shared goals, monitor and provide feedback on the teaching and learning process and thus promote school-wide professional development (Jana Michelle Alig-Mielcarek,2003).

Although there is not one commonly accepted definition for school climate, the vast majority of researchers and scholars suggest that school climate, essentially, reflects subjective experience in school (Cohen, 2006). The importance of having an open school climate is critical in attaining our nation’s education goals and creating an efficient school. Though not superficial, the school climate is the fertiliser for healthy growth of not only students but teachers and staff alike. The importance of a good climate is pivotal in many areas which include (a) The kind of climate in the school sets the tone for the human considerations of importance to human resources administration, (b) The school climate sets the opportunity for growth and renewal,(c) Effective communication promotes a climate of trust, mutual respect, and clarity of function, (d) Climate conditions the school environment for creative efforts, innovation, and change and (e) Positive school climate implies positive team building in that goal development and achievement are cooperative tasks that require mutual trust and respect among faculty personnel (Bulach, C. R., & Malone, B., 1994).

Thus, from this point we can see the importance of a principle with instructional leadership and also the role of a healthy school climate.

Theoretical framework

The characteristics of instructional leadership as defined by Mcewan is (a) Establish clear instructional goals, (b) Be there for your staff, (c) Create a school culture and climate conducive to learning, (d) Communicate the vision and mission of your school, (e) Set high expectations for your staff, (f) Develop teacher leaders and (g) Maintain positive attitudes toward students, staff, and parents (2002).

If seen on the surface, instructional leadership cannot be directly related to a school climate. According to Murphy and Hallinger, the ability of a leader or an instructional leader gives priority to leadership, promotion and support to teachers and students with the aim of overcoming problems and bettering the teaching and learning in a school (Murphy dan Hallinger, 1987). This improved relationship of a principle with the teachers and students, the function of the principle as a caregiver, the role of the principle as the support and the problem solver are primary attributes of an instructional leader and thus, contribute highly to the improved climate of the school.

Barth (1990) stipulates, “The principal is the key to a good school. The quality of the educational program depends on the school principal. The principal is the most important reason why teachers grow—or are stifled on the job. The principal is the most potent factor in determining school climate. Show me a good school, and I’ll show you a good principal” This is affirmed by the study conducted by best practice briefs where the main contributes to an open school climate is (a) physical environment that is welcoming and conducive to learning, (b) a social environment that promotes communication and interaction, (c) an affective environment that promotes a sense of belonging and self-esteem and (d) an academic environment that promotes learning and self-fulfilment (Gonder, P. O., & Hymes, D. ,1994). Out of these four characteristics, three are in correlation with the characteristics of an effective instructional leader. This clearly displays the relationship between the instructional leader and the school climate.

Methodology

The method of study was quantitative where there was an administration of questionnaires to teachers of two primary schools, Sekolah Kebangsaan Batu 24 and Sekolah Kebangsaan Telok Kerang, which are both located in Pontian, a largely sub urban area who were asked to answers questions pertaining to the matter of the research which is:-

(a) Does the principal possess the characteristics of an instructional leader?
(b) What is the relationship between instructional leadership and the school climate?

The population of the research are the teachers from two primary schools situated in Pontian. The questionnaire used in this research is based on the Ohio State University dissertation project on the implications of instructional leadership (Jana Michelle Alig-Mielcarek, 2003) and was modified to suit the present research. The distribution of the items used in the A teachers perspective of The principle as an instructional leader and its effects on the school climate is as in Table 1 below.

Table 1: The effect of instructional leadership practices and school climate

|Element |Item Number |Number of Items |
|Items of Instructional Leadership | | |
|1. |The role of the principle in setting goals and in goal |1, 2, 3, 4, 5 |5 |
| |sharing | | |
|2. |The role of the principle in encouraging academic |6, 7, 8, 9, 10 |5 |
| |excellence | | |
|3. |The role of the principle as the intellectual and |11, 12, 13, 14, 15 |5 |
| |motivational leader | | |
|4. | The role of the principle in encouraging the development |16, 17, 18, 19, 20 |5 |
| |of the staff and promotion of continuous learning | | |
|Items in determining school climate | | |
|1. |To assess the school climate |21, 22, 23, 24, 25 |5 |
|Total |25 |

Diagram 1: The the effect of instructional leadership practices and school climate

Analysis of Data

The respondents of this research were from two different schools, Sekolah Kebangsaan Batu 24 and Sekolah Kebangsaan Telok Kerang, which are both located in Pontian. 25 respondents(55.6%) were from Sekolah Kebangsaan Batu 24 and 20 repondents(44.4%) were from Sekolak Kebangsaan Telok Kerang. The research was carried out in two schools to get and overall view of instructional leadership and school climate and it was carried out in Pontian as this town was a sub-urban, thus generalising the schools of urban and rural.

Mean calculations were tabulated on the first five 5 elements (E1-E5) which were gathered from the respondents questionnaires. By doing so, an assumption on whether the school has an instructional leader as a principal(E6) was determined and what was its effect on the overall school climate(E7).

The results from of the mean calculations for the first five elements is as follows:-

Table 2 The role of the principle in setting goals and in goal sharing

Statistics

| |B1 |B2 |B3 |B4 |B5 |
|N |Valid |45 |45 |45 |45 |

Table 3 The role of the principle in encouraging academic excellence

Statistics

| |B6 |B7 |B8 |B9 |B10 |
|N |Valid |45 |45 |45 |45 |

Table 4 The role of the principle as the intellectual and motivational leader

Statistics

| |B11 |B12 |B13 |B14 |B15 |
|N |Valid |45 |45 |45 |45 |

Table 5 The role of the principle in encouraging the development of the staff and promotion of continuous learning

Statistics

| |B16 |B17 |B18 |B19 |B20 |
|N |Valid |45 |45 |45 |45 |

Table 6 The overall school climate

Statistics

| |C21 |C22 |C23 |C24 |C25 |
|N |Valid |45 |45 |45 |45 |

Table 7 Cronbach’s Alpha determination

Reliability Statistics

|Cronbach's Alpha |N of Items |
|.988 |25 |

Discussion

The first element(E1) which was studied was the role of the principle in setting goals and in goal sharing. This element plays a very pivotal role as setting goals for a school giver the school a focus and a direction to move and excel in and these goals must be shared among teachers so that they can also know the direction of the school and thus, provide feedback on its practicality and development in the long run.

From the results of the mean calculation, the range was from 2.6222(B1) which was the maximum to 2.5111(B2 and B5) which was the minimum mean. From these results, the findings are that this element leans towards the principal being an instructional leader in the area of goal setting and the sharing of these goals. The principle generally sets goals and sets the school in the direction of these goals. He also shares and related these goals to the subordinates and gathers feed back on their views and finding thus creating a healthy environment. However, from the results also we can see that the principle is also one who does not excel or peak at any characteristics. This generally shows that there are some inhibiting factors that stop the principle from totally excelling in this area.

The second element that was studied was the role of the principle in encouraging academic excellence. This second element is an important factor to a school as academic excellent is the crux of a school being in function and it is vital for a principle as the head and thus, the instructional leader to carry out his role in pushing for academic excellence.

From the results of the mean calculations it was found that the range of mean calculations for this element was 2.5556(B5) which was the maximum reading and 2.4444(E1) which was the minimum reading. These results generally show that this element also leans towards the principal as carrying out the role of instructional leader in pushing for academic excellence in the school. He makes sure that teachers are carrying out their teaching with consistency and students are not short changed for the instructional time that they need. However, this element also leans on mediocrity and not excellence as the mean ranges are all in the mid range. This means that the principle also does not go full out to see academic excellence being in the fore front. This generally shows that there are some inhibiting factors that stop the principle from totally excelling in this area.

-----------------------
1.=1.

E5

To assess the school climate

0.

1.

0.

The role of the principle in setting goals and in goal sharing

E1

0.

1.

The role of the principle in encouraging academic excellence

0.

0.

E2

0.

The effect of instructional leadership practices and school climate

Items in determining school climate

Items of Instructional Leadership

0.

1.

The role of the principle as the intellectual and motivational leader

E3

1.=1.

1.

E6

0.

E7

1.

E4

The role of the principle in encouraging the development of the staff and promotion of continuous learning

0.

0.