Instructional Leadership in Primary and Secondary Schools in Western Australia

Abstract

There is increasing support for the importance of the principal′s instructional leadership in school effectiveness. However, there is uncertainty over the extent to which principals actually engage in instructional leadership tasks. Investigates the perceptions held by principals and teachers of principals′ instructional leadership in a sample of Western Australian government primary and secondary schools using the Instructional Leadership Questionnaire. Instructional leadership was found to be a shared responsibility. Principals were perceived to be least involved in “managing the curriculum” and “evaluating and providing feedback”. Primary school principals were perceived to be more responsible for instructional leadership than their secondary counterparts. Principals of very small primary schools (less than 100 students) were most involved in tasks and those of middlesized primary schools (300 to 500 students) were least involved. “Providing rewards and recognition for high quality teaching” was the only instructional leadership task perceived not to be performed by either principals or teachers in both primary and secondary schools. Principals perceived themselves to be more involved in instructional leadership tasks than their staff perceived them to be.

Citation

Wildy, H. and Dimmock, C. (1993), "Instructional Leadership in Primary and Secondary Schools in Western Australia", Journal of Educational Administration, Vol. 31 No. 2. https://doi.org/10.1108/09578239310041873