Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better refl...
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| Format: | Book Chapter |
| Language: | English English |
| Published: |
Routledge
2017
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| Online Access: | http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf |
| _version_ | 1848786242938863616 |
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| author | Amzat, Ismail Hussein |
| author_facet | Amzat, Ismail Hussein |
| author_sort | Amzat, Ismail Hussein |
| building | IIUM Repository |
| collection | Online Access |
| description | Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better reflection and practice for teaching generally in Malaysia and specifically among schoolteachers in northern Malaysia. Good school leadership practices have been reported to have a positive effect on teacher development and continuous learning. Good school leadership also has positive effects on teachers who are seeking more knowledge because principals can empower teachers to be more committed and to enhance their learning. This chapter uses a quantitative approach and distributed questionnaires to teachers in one of Malaysia's Northern States. The measurement model was used to identify whether items were related to their construct or whether the indicators were loaded under their respective latent variables. |
| first_indexed | 2025-11-14T17:05:56Z |
| format | Book Chapter |
| id | iium-64578 |
| institution | International Islamic University Malaysia |
| institution_category | Local University |
| language | English English |
| last_indexed | 2025-11-14T17:05:56Z |
| publishDate | 2017 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | iium-645782019-03-04T06:00:45Z http://irep.iium.edu.my/64578/ Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices Amzat, Ismail Hussein LB1705 Education and training of teachers Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better reflection and practice for teaching generally in Malaysia and specifically among schoolteachers in northern Malaysia. Good school leadership practices have been reported to have a positive effect on teacher development and continuous learning. Good school leadership also has positive effects on teachers who are seeking more knowledge because principals can empower teachers to be more committed and to enhance their learning. This chapter uses a quantitative approach and distributed questionnaires to teachers in one of Malaysia's Northern States. The measurement model was used to identify whether items were related to their construct or whether the indicators were loaded under their respective latent variables. Routledge 2017 Book Chapter PeerReviewed application/pdf en http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf application/pdf en http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf Amzat, Ismail Hussein (2017) Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices. In: Teacher professional knowledge and development for reflective and inclusive practices. Routledge, Abingdon, Oxon, pp. 70-88. ISBN 978-1-13-822645-6 https://www.taylorfrancis.com/books/e/9781315397696/chapters/10.4324%2F9781315397702-7 |
| spellingShingle | LB1705 Education and training of teachers Amzat, Ismail Hussein Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title | Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title_full | Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title_fullStr | Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title_full_unstemmed | Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title_short | Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices |
| title_sort | principal instructional leadership practice and its effect on teachers’ reflective practices: indicators for best classroom practices |
| topic | LB1705 Education and training of teachers |
| url | http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf |