Abstract : This study examined the instructional leadership practices of secondary school head teachers as a basis for the co-design of an instructional leadership enhancement toolkit. Specifically, it aimed to determine how often head teachers demonstrate instructional leadership practices in defining the school mission, managing the instructional program, and promoting a positive school climate; describe their instructional leadership practices; and co-design an instructional leadership enhancement toolkit. The study employed an explanatory sequential mixed methods design with an intervention-development component. Quantitative data was gathered from 130 teachers using Hallinger’s Principal Instructional Management Rating Scale (PIMRS), while qualitative data was collected through interviews and focus group discussions with nine head teachers. Weighted mean, standard deviation, and thematic analysis were used in analyzing the data. Findings revealed that head teachers demonstrated instructional leadership to a very great extent across the three dimensions. Strong practices were evident in goal communication, instructional monitoring, curriculum coordination, staff participation, and recognition systems. Qualitative findings further showed that instructional leadership practices were goal-driven, data-informed, coaching-oriented, collaborative, and responsive to school contexts. The integrated findings indicate that the instructional leadership practices among secondary school head teachers is shaped by both measurable leadership practices and contextual experiences. The co-design process resulted in an enhanced instructional leadership toolkit that was practical, supportive, adaptable, and context-sensitive. The study concluded that the toolkit may serve as a useful guide for strengthening instructional leadership and school improvement efforts.
F. et al. (Fri,) studied this question.
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