Teachers’ perceptions of principals’ instructional leadership roles and practices
As a part of Malaysia’s education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers’ perceptions on instructional leadership roles and practices of principals, as well as examine the relati...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/19314/ http://journalarticle.ukm.my/19314/1/34685-114517-1-PB.pdf |
| _version_ | 1848814806612574208 |
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| author | Ghavifekr, Simin Radwan, Omaymah Joseph M. Velarde, |
| author_facet | Ghavifekr, Simin Radwan, Omaymah Joseph M. Velarde, |
| author_sort | Ghavifekr, Simin |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | As a part of Malaysia’s education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers’ perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers’ gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers’ responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school’s mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory. |
| first_indexed | 2025-11-15T00:39:56Z |
| format | Article |
| id | oai:generic.eprints.org:19314 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:39:56Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:193142022-08-11T09:03:25Z http://journalarticle.ukm.my/19314/ Teachers’ perceptions of principals’ instructional leadership roles and practices Ghavifekr, Simin Radwan, Omaymah Joseph M. Velarde, As a part of Malaysia’s education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers’ perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers’ gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers’ responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school’s mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19314/1/34685-114517-1-PB.pdf Ghavifekr, Simin and Radwan, Omaymah and Joseph M. Velarde, (2019) Teachers’ perceptions of principals’ instructional leadership roles and practices. Jurnal Pendidikan Malaysia, 44 (2). pp. 72-83. ISSN 0126-6020 / 2180-0782 https://ejournal.ukm.my/jpend/issue/view/1203 |
| spellingShingle | Ghavifekr, Simin Radwan, Omaymah Joseph M. Velarde, Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title | Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title_full | Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title_fullStr | Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title_full_unstemmed | Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title_short | Teachers’ perceptions of principals’ instructional leadership roles and practices |
| title_sort | teachers’ perceptions of principals’ instructional leadership roles and practices |
| url | http://journalarticle.ukm.my/19314/ http://journalarticle.ukm.my/19314/ http://journalarticle.ukm.my/19314/1/34685-114517-1-PB.pdf |