Abstract:
The aim of this paper is to examine the instructional leadership practices of school
principals that would enhance management and leadership. Structured
questionnaires (n=228) completed by deputy principals and departmental heads,
showed that instructional leadership was composed of four sub-dimensions, which
could be used to identify areas for possible improvement. Using multiple regression
analysis, the sub-dimension of “Monitoring and providing feedback on the teaching
and learning process” was the best predictor of instructional leadership.
Furthermore, self-confidence of the principal and knowledge of current
developments in the curriculum regarding instructional leadership, attending and
participating in curriculum-related workshops, and communicating curriculum goals
to teachers were considered crucial to ensure that principals become instructional
leaders.
