Strategies Of Effective Instructional Leadership

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Strategies of effective instructional leadership
Nursultan Salgarayev
University of Toronto

School principals practicing instructional leadership model plays a significant role in everyday’s life of an organization. They are usually responsible for the organizational aspects of an educational institution such as monitoring, managing, instructing, controlling, communicating which indirectly affect students’ learning. In fact, researchers have found that there was not a direct connection between the principals’ instructional leadership and students’ academic achievement (Bossert, Dwyer, Rowan, & Lee,1982; Boyan, 1988; Glasman & Heck, 1987; Larsen 1985,1987; Pitner, 1988). School principals, rather, have influence on students through the governance structure (Talbert, 1985). To be precise, they make a difference in students’ learning process by constructing school goals, placing high achievement expectations, distributing resources, supervising curriculum, monitoring student progress, promoting inclusive learning atmosphere (Heck, Larsen & Marcoulides, 1990). Of course, the quality of the performance of these activities mainly determines the success of the school.
Indeed, Andrews and Sober (1987) maintains the existence of correlation between strong instructional leadership and school effectiveness. Furthermore, research (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Robinson, Lloyd, & Rowe, 2008) and standards for education
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