Impact of principal instructional leadership practicies on students’ academic performanace in Zambia

Year 2022, Volume: 2 Issue: 1, 24 - 36, 27.07.2022

Gift Muyunda

Abstract

Notwithstanding the growing scholarly interest in the effects of principal instructional leadership on student achievement, empirical evidence in developing countries from the African context, especially Zambia, concerning the role of principal instructional leadership behavior effect on students' academic outcomes has been limited. Hence, this study examined the impact of principals' instructional leadership practices on students' educational outcomes and determined which specific instructional leadership dimensions have the most important role. A survey research design was carried out under quantitative research methodology. The sample consisted of 39 principals,190 teachers, and 345 students from low and high-performing secondary schools in Lusaka Province, Zambia. The results show that all the four instructional leadership practices are strongly associated with academic performance (defining the school mission (r (30) =0.606, P<0.01), managing of the school instructional program (r (30) =0.603, P<0.01), promoting a positive school learning climate r (30) =0.715, P<0.01) advancing teachers' interests (r (30) =0.580, P<0.01). Furthermore, this study recommends that a balanced instructional leadership by principals to enhances proper utilization of all resources to realize good performance in examinations for their schools.

Keywords

principal, instructional leadership, student academic performance, secondary schools

Supporting Institution

No

Project Number

No

Thanks

Thanks to all participants in this study

Impact of principal instructional leadership practicies on students’ academic performanace in Zambia

Abstract

Notwithstanding the growing scholarly interest in the effects of principal instructional leadership on student achievement, empirical evidence in developing countries from the African context, especially Zambia, concerning the role of principal instructional leadership behavior effect on students' academic outcomes has been limited. Hence, this study examined the impact of principals' instructional leadership practices on students' educational outcomes and determined which specific instructional leadership dimensions have the most important role. A survey research design was carried out under quantitative research methodology. The sample consisted of 39 principals,190 teachers, and 345 students from low and high-performing secondary schools in Lusaka Province, Zambia. The results show that all the four instructional leadership practices are strongly associated with academic performance (defining the school mission (r (30) =0.606, P<0.01), managing of the school instructional program (r (30) =0.603, P<0.01), promoting a positive school learning climate r (30) =0.715, P<0.01) advancing teachers' interests (r (30) =0.580, P<0.01). Furthermore, this study recommends that a balanced instructional leadership by principals to enhances proper utilization of all resources to realize good performance in examinations for their schools

Keywords

principal, instructional leadership, student academic performance, secondary school

Project Number

No

References

• BLASE´ , J. J. and BLASE´ , J. R. (1999) Principals’ instructional leadership and teacher development: teachers’ perspectives. Educational Administration Quarterly, 35 (3), 349–378
• Bolman, L.G., & Deal, T.E. (2003). Reframing organizations: artistry, choice and leadership. San Francisco, CA: Jossey-Bass.
• Browne-Ferrigno T (2003) Becoming a principal: Role conception initial socialization role-identity transformation purposeful engagement. Educational Administration Quarterly 39(4): 468–50
• Creswell, J. & Creswell, J. (2014). Research design: Qualitative, Quantitative, and mixed methods approach. (5th edition). Los Angeles: Sage Publications
• Cochran, W. G. (1977). Sampling techniques (3rd Ed.).New York: John Wiley & Sons.
• Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th Ed).Norfolk: Biddles Publishers ltd.
• Hallinger, P. (2005). Instructional Leadership and the school principal: A passing fancy that refuses to fade away.
• Hallinger, P. (2011). "Leadership for learning: lessons from 40 years of empirical research", Journal of Educational Administration 49 (2), 125 – 142.
• Hallinger, P., Dongyu, L. & Wang, W. (2016). Gender Differences in Instructional Leadership. A Meta-Analytic Review of Studies Using the Principal Instructional Management Rating Scale.
• Hallinger, P., & Mc Cary, C.E. (1990). Developing the strategic thinking of instructional leaders. The Elementary School Journal, 91 (2), 89- 105.
• Hallinger P and Heck RH (2011) Exploring the journey of school improvement: Classifying and analyzing patterns of change in school improvement processes and learning outcomes. School Effectiveness and School Improvement 22(1): 1–27.
• Hallinger P and Murphy J (1985) Assessing the instructional management behaviour of principals. Elementary School Journal 86(2): 217–247
• Hopkins, D. (2001). Instructional Leadership and School Improvement. In Rosenberg, G & Beatty, S. (2002) Instructional Leadership: retrieved from Reviewwww.projects.yrdsb.edu.on.ca/Lyn.../Instructional%20Leadership.doc
• Isaiah AN and Isaiah MN (2014) Perceptions of teachers on the instructional roles of school heads in the secondary schools in Botswana. International Review of Social Sciences and Humanities 7(1): 112–124
• Kaster, G. (2011).Principals' instructional leadership practices: Teachers'perspectives DEd. Dissertation, University of Wisconsin.
• Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.
• Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly 2008; 44, 529-561.
• Leithwood K (2019) Characteristics of effective leadership networks: A replication and extension. School Leadership & Management 39(2): 175–197.
• Musungu, L. & Nasongo, J. (2008).The head teacher‟s instructional role in academic attainment in secondary schools in Vihiga County. Educational Research and Review Vol 3(10), 316-323
• Nyagosia P, Waweru S and Njuguna F (2013) Factors influencing academic achievement in public secondary schools in Central Kenya: An effective schools’ perspective. Educational Research International 2(2): 174–184
• Omemu F (2017) Correlates of effective instructional supervision in Bayelsa State secondary schools. World Journal of Education 7(4): 40–49.
• Robinson, M., Lloyd, A. & Rowe, J. (2008). The Impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly 44 (5), 635-674.
• Waters, T., Marzano, J. & Mc Nulty, B. (2003).Balanced leadership: what 30 years tell us about the effect of leadership on student attainment. Denver: Mid- Continent Research for Education and Learning.
• Weber, G. (1971). Inner-city children can be taught to read: Four successful Schools. Washington, D.C. Council for Basic Education.