Components of Instructional Leadership for Administrators of Small-Scale Elementary School
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Abstract
The objective of this research article was to examine the components of instructional leadership among administrators of small-sized elementary schools. This qualitative study was conducted in three phases: (1) a review and analysis of 13 sources, including both domestic and international literature and research related to instructional leadership in school administration; (2) in-depth interviews with three administrators recognized as best practice models in instructional leadership from small-sized elementary schools in the Northeastern region; and (3) validation of the identified components of instructional leadership—derived from the literature review and interviews—by five experts in the field. The research instruments included document analysis and structured interview forms, with the data analyzed using content analysis techniques.
The findings revealed that instructional leadership for administrators of small-sized elementary schools comprises seven key components: 1) Establishing Vision, Mission, and Learning Goals. This involves formulating the school's vision, mission, and objectives, with a strong commitment to academic excellence and alignment with the institution’s educational philosophy; 2) Curriculum and Instructional Management. This includes aligning the school’s curriculum with national standards, ensuring curricular diversity to support student potential, setting clear academic targets, and promoting stakeholder involvement in curriculum development; 3) Creating a Supportive Learning Environment and Resources. This entails organizing the physical and contextual environment to enhance teaching and learning experiences; 4) Professional Development by focusing on both administrators' self-development and continuous teacher development; 5) Supervision, Monitoring, and Evaluation which involve overseeing the educational management process to ensure quality and effectiveness; 6) Student Development which aims at fostering students' desirable traits and improving academic performance; and 7) Ethical and Professional Conduct which emphasizes collaboration toward shared goals while upholding moral, ethical, and professional standards. These findings contribute to the development of an instructional leadership model specifically designed to enhance the quality of education in small-sized elementary schools.
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