The impact of principal's instructional leadership behavior on PPSMI teachers' teaching practices

• Main Authors: Abdul Wahab, Mahidah, Abdullah, Abdul Ghani Kanesan
• Format: Conference or Workshop Item
• Language: English
• Published: 2007
• Subjects: LC Special aspects of education
• Online Access: http://repo.uum.edu.my/1609/1/THE_IMPACT_OF_PRINCIPAL%27S_INSTRUCTIONAL.pdf; http://repo.uum.edu.my/1609/

The critical role for all principals is that of being an instructional leader. Leadership in instructional matters should emerge freely from both the principal and teachers. Thus it is the principal who should responsible for developing a school climate that is conducive to providing the very best instructional practices. Therefore, the aim of the study are to identify the impact of Principals’ Instructional Leadership Behavior and PPSMI Teachers’ Teaching Practices. A total of 260 PPSMI teachers were randomly selected from 29 secondary schools in District Pulau in Penang. The Principals’ Instructional Leadership Behavior was measured from PPSMI Teachers perspectives using questionnaires as of Principal Instructional Management Ratings Scale (PIMRS) by Philip Halliger (2003). Meanwhile, questionnaires for Teachers Teaching Practices were taken from the Massachusetts Comprehensive Assessment System (MCAS) measuring scale. Data was analyzed using mean, standard deviation, multiple regressions.. The results revealed that Principals’ Instructional Leadership Behavior such as Protecting Instructional Time (β = 3.18; p < 0.05) and Promoting Professional Development (β = -0.520; p<0.05) has significant impact upon Teachers’ Instructional Materials and Tools. This finding explains that Teachers’ Instructional Techniques can be improved further if Principals enhanced Instructional Leadership Behavior for sub-scales Protecting Instructional Time and Promoting Professional Development. 45.1% of the change in variance on Teachers’ Instructional Materials and Tools is influences by Principals Instructional Leadership Behaviors. Meanwhile, the dimensions sub-scale for Managing Instructional Program (β = 2.670; p < 0.05) has significant impact on Teachers Instructional Materials and Tools. Implications of study findings are discussed for principals, and further research.