Answer to Question #176154 in Management for Justina Simao

Question

Question 2

2.1 Examine the concept of instructional leadership, with particular reference to the  functions of instructional leaders at both the school and classroom levels.

2.2 What are the shortcomings of this model of leadership? 

Answer 1

Question 2

2.1 Examine the concept of instructional leadership, with particular reference to the functions of instructional leaders at both the school and classroom levels.

Instructional leadership is defined as the actions directly linked to learning and teaching, including classroom observation activities. Also, it refers to all leadership activities that impact student learning, such as timetabling procedures and school culture (Chen & Guo, 2020). Instruction leaders at school, particularly the principal, communicate expectations to learners and teachers, monitor student progress and assessment, and coordinate the school curriculum. At classroom levels, classroom teachers assess the climate and readiness of a particular group of students concerning their mental receptivity and readiness for directive, indirective or cooperative instruction.

2.2 What are the shortcomings of this model of leadership? 

The model lacks enough empirical evidence to support its effectiveness, especially when it comes to what instructional leaders do to make a difference in the academic attainment of learners. For instance, the principle has a small and indirect impact on learners' outcomes, which are essentially mediated by teachers (Scott, 2017). Also, it is hard to incorporate new initiatives that come with this model of leadership, to alter the attitudes and culture of teachers. Mainly, the principle does not participate in learners’ outcomes since their managerial aspects take most of their time, including; cultivating community relations, planning, organizing, and implementing programs.

 

 

References

Chen, J., & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration & Leadership, 48(1), 82-105.

Scott, M. R. (2017). The challenges of instructional leadership in Manitoba First Nations schools: An exploration of what principals have to say. https://mspace.lib.umanitoba.ca/bitstream/handle/1993/32593/Margaret%20Scott-Thesis_Sept%2012-2017_Final%20draft.pdf;jsessionid=10D94CFFE7C400FF98B410CA8E00326C?sequence=1