Instructional Leadership and Students Academic Performance: Mediating Effects of Teacher’s Organizational Commitment

Adeel Ahmed Khan, Soaib Bin Asimiran, Suhaida Abdul Kadir, Siti Noormi Alias, Batool Atta, Bukar Ali Bularafa, Masood Ur Rehman

Abstract


This study investigates the mediating effects of teacher organizational commitment on the relationship between principal's instructional leadership and students' academic performance. Principals' effective leadership performance is assumed to be responsible for students' academic performance. However, many findings from the literature indicate no significant direct effect between instructional leadership and students' academic performance. Therefore, the current study hypothesized that principals' instructional leadership indirectly enhances students' academic performances through teacher organizational commitment. Data obtained from 440 primary school teachers from the state of Azad Jammu & Kashmir of Pakistan and pre-existing school academic performance data obtained from each school participated. The data were analyzed using structural equation modeling, employing AMOS. The study's findings indicate that there is an indirect positive effect of principals' instructional leadership and students' academic performance through teacher's organizational commitment. Hence, schools with higher instructional leadership levels had better teachers, commitment to school, teaching work, teaching occupation, workgroup, and higher student's academic performances. Therefore, increasing the instructional leadership practices in schools through teacher organizational commitment contributes to Pakistan's overall student academic performances. Therefore, it is recommended to use instructional leadership components in the curriculum that effectively train new principals.

https://doi.org/10.26803/ijlter.19.10.13


Keywords


Instructional leadership; Primary school; Principal; Students’ academic performance; Teacher organizational commitment

Full Text:

PDF

References


Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007

Azodi, D. S. (2006). Principal leadership, trust, and teacher efficacy (Doctoral dissertation, Sam Houston State University) Dissertations and Theses database. (UMI No. 3250639).

Alig-Mielcarek, J. M. (2003). A model of school success: Instructional leadership, academic press, and student achievement (Doctoral dissertation, The Ohio State University).

Ail, N. M. B. M., Taib, M. R. bin, Jaafar, H. bt, Salleh, W. A. R. bt M., & Omar, M. N. bin. (2015). Principals’ Instructional leadership and teachers’ commitment in three Mara junior science colleges (Mjsc) in Pahang, Malaysia. Procedia - Social and Behavioral Sciences, 191(2010), 1848–1853. https://doi.org/10.1016/j.sbspro.2015.04.512

Adeel, A. K., Soaib, A., Suhaida, A. K., & Ramli, B. (2020). Principals' instructional leadership practices in Pakistan elementary schools: Perceptions and implications. Universal Journal of Educational Research, 8(1A), 16-23. https://doi.org/10.13189/ujer.2020.081303.

Bellibas, M. S., Bulut, O., Hallinger, P., & Wang, W. C. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115–133. https://doi.org/10.1016/j.ijer.2015.10.002

Byrne, B. M. (2013). Structural Equation Modeling With AMOS. Structural Equation Modeling With AMOS. https://doi.org/10.4324/9781410600219

Boyce, J., & Bowers, A. J. (2018). Toward an evolving conceptualization of instructional leadership as leadership for learning: Meta-narrative review of 109 quantitative studies across 25 years. Journal of Educational Administration, 56(2), 1–20. https://doi.org/10.1108/JEA-06-2016-0064

Bush, T. (2017). School leadership and student outcomes in Asia: What makes the difference? Educational Management Administration and Leadership, 45(2), 193–195. https://doi.org/10.1177%2F1741143216686723

Blasé, J., & Blasé, J. (2000). Effective instructional leadership. Journal of Educational Administration, 38(2), 130–141. https://doi.org/10.1108/09578230010320082

Celep. (2000). Teachers’ Organizational commitment in educational organizations. 2000-00-00. National FORUM of Teacher Education Journal, 10E(3), 1999–2000. Retrieved from http://www.nationalforum.com/17celep.htm.

DiPaola, M., & Hoy, W. K. (Eds.). (2015). Leadership and school quality. IAP.

Gannouni, K., & Ramboarison-Lalao, L. (2018). Leadership and students’ academic success: Mediating effects of self-efficacy and self-determination. International Journal of Leadership in Education, 21(1), 66-79. https://doi.org/10.1080/13603124.2015.1123300

Hallinger, P. (2013). Measurement properties of the principal instructional management rating scale: Technical Report Ver, 4.5, 114. https://doi.org/10.1177/0013161X12468149

Hallinger, P., Adams, D., Harris, A., & Suzette Jones, M. (2018). Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia. Journal of Educational Administration, 56(1), 104–126. https://doi.org/10.1108/jea-03-2017-0025

Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration and Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–351. https://doi.org/10.1080/0305764032000122005

Hallinger, P., & Murphy, J. (1985). Assessing the Instructional Management Behavior of Principals. The Elementary School Journal, 86(2), 217–247. https://doi.org/10.1086/461445

Hines, E. M., Moore, J. L., Mayes, R. D., Harris, P. C., Vega, D., Robinson, D. V., Jackson, C. E. (2017). Making Student Achievement a Priority. Urban Education, 004208591668576. https://doi.org/10.1177/0042085916685761

Hayat, A., Nisar ul Haq, M., Muhammad Sajjad, H., Abbas, Z., & Raza, S. (2018). Assessment of Students’ Academic Performance in Government Schools of Pakistan. European Online Journal of Natural and Social Sciences: Proceedings, 7(3).

Joffres, C., & Haughey, M. (2001). Elementary teachers ’ commitment declines : antecedents , processes , and outcomes. The Qualitative Repart, 6(1), 1–22.

Kulophas, D., & Hallinger, P. (2019). Leading when the mouth and heart are in unison: a case study of authentic school leadership in Thailand. International Journal of Leadership in Education, 1-12. https://doi.org/10.1080/13603124.2019.1591519

Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational administration quarterly, 46(5), 671-706. https://doi.org/10.1177/0013161X10377347

Leithwood, K. A., Louis, S. K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research from the learning for leadership project. The Wallace Foundation, 1–90. https://doi.org/10.1007/978-90-481-2660-6

Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational administration quarterly, 35(5), 679-706. https://doi.org/10.1177%2F0013161X99355002

Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310–348. https://doi.org/10.1177/0013161X15627678

Murphy, J. (1990). Principal instructional leadership. Advances in educational administration: Changing perspectives on the school, 1(Part B), 163-200.

McLeskey, J., Billingsley, B., & Waldron, N. L. (2016). Principal leadership for effective inclusive schools. Advances in Special Education, 32, 55–74. https://doi.org/10.1108/S0270-401320160000032005

Nasreen, A., & Odhiambo, G. (2018). The Continuous Professional Development of School Principals: Current Practices in Pakistan. Bulletin of Education and Research, 40(1), 245-266.

Paletta, A., Alivernin, F., & Manganelli, S. (2017). Leadership for learning : The relationships between school context ,. International Journal of Educational Management31, 31(2), 98–117. https://doi.org/10.1108/IJEM-11-2015-0152

Ross, J. A., & Gray, P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education/Revue canadienne de l'éducation, 798-822. https://doi.org/10.2307/20054196

Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational administration quarterly, 48(4), 626-663. https://doi.org/10.1177%2F0013161X11436273

Tentama, F., & Pranungsari, D. (2016). The Roles of teachers’ work motivation and teachers’ job satisfaction in the organizational commitment in extraordinary schools. International Journal of Evaluation and Research in Education (IJERE), 5(1), 39. https://doi.org/10.11591/ijere.v5i1.4520

Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3), 496-536. DOI: 10.1177/0013161X11400185

Wahlstrom, K. L., Thomas, E., Leithwood, K., & Anderson, S. E. (2010). Learning from Leadership : Investigating the Links to Improved Student Learning. Vol. 42. New York, NY: Wallace Foundation.

Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98–110. https://doi.org/10.1080/1360080X.2014.992092

Zikhali, J., & Perumal, J. (2016). Leading in disadvantaged Zimbabwean school contexts: Female school heads’ experiences of emotional labour. Educational Management Administration & Leadership, 44(3), 347-362.

Zhang, L. F., & Jing, L. Z. (2016). Organisational commitments and teaching styles among academics in mainland China. Educational Psychology, 36(3), http://dx.doi.org/10.1080/01443410.2014.955462


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493