Influence of Instructional Leadership Practices on Teacher Continuous Professional Development in Selected Public Primary Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t3057Abstract
The instructional leadership practices make a positive change in terms of continuous professional development of teachers. The purpose of this paper therefore was to assess the influence of instructional leadership practices on teacher continuous professional development in selected public primary schools in Gicumbi district in Rwanda. The target population was 256 people and 162 respondents as sample size got by using Yamane formula. Descriptive and correlation research designs were employed. Questionnaire, guided interview and education document analysis review was used as data collection instrument. The quantitative data was analyzed using IBM SPSS software version 21. Qualitative data was analyzed thematically. The findings revealed that indicated that an average of 27.2% of teachers accepted that there is effective instructional leadership established by school head teachers. It was also noted that an average of 26.7% of teachers agreed that there is a standard teachers’ continuous professional development in their working schools. The findings also revealed that effective school goal setting, creating conducive working environment supervision practices and teacher motivation can have influence on teacher continuous professional development at the level of 48.6% as R Square results. This also implies that the remaining 51.4% of teacher continuous professional development can be influenced by other intervening factors. In addition, the findings also indicated that there is a positive relationship between instructional leadership and teacher continuous professional development thus P-value = .000< .01 as the significance level and Pearson coefficient of correlation r = .724. The study recommends that REB has to make effective teacher management in order to improve teaching profession among teachers and the quality of education.
Keywords: Continuous professional development, Instructional leadership, Instructional supervision, Public primary, Schools.
References
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Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347. https://doi.org/10.1177/0013161X12456700
Ntahomvukiye, J. P., Temgoua, A., & Bowong, S. (2018). Study of the population dynamics of busseola fusca, maize pest. Acta Biotheoretica, 66(4), 379-397. https://doi.org/10.1007/s10441-018-9335-x
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Ramani, S., & Fessler, J. A. (2011). A splitting-based iterative algorithm for accelerated statistical X-ray CT reconstruction. IEEE transactions on medical imaging, 31(3), 677-688. https://doi.org/10.1109/TMI.2011.2175233
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Robinson. (2008). The Impact of Leadership on Students outcomes: An Analysis of Differential Effects of Leadership Type. Educational Administration Quarterly. 44(5): 635-674. https://doi.org/10.1177/0013161X08321509
Shen, J. & Cooley,V.F. (2010). Using Data for Decision Making: Perspective from 16 Principals in Michgan, USA. International of Review of Education, 56(4), 435-456. https://doi.org/10.1007/s11159-010-9172-x
Siti, et al. (2018). Instructional leadership and Teachers’ Functional Competency Across the 21st Century Learning. International Journal of Instruction. 11(3): 135-152. https://doi.org/10.12973/iji.2018.11310a
Stodolsky & Feiman (2006). Book Review. Journal of Personal Evaluation in Education. 15(2): 149-154.
Tabitha, G. (2009), State Policies to Improve Teacher Professional Development. Journal of Educational Research. 24: 216-236.
Tamela, E. (2020, May). Move structure analysis on research article abstracts in national and international SCOPUS indexed journals. In International Conference on English Language Teaching (ICONELT 2019) (pp. 12-17). Atlantis Press. https://doi.org/10.2991/assehr.k.200427.004
Ursula, U. &Lucien, K. (2012). The Continuous Professional Development of Teachers in Europe: New Policy Approaches. Einladungen Zur Reise. Paris: ESF.
Walker, P. & Slear, A. (2011). Teacher and collective Efficacy Belief as Predators of Professional commitment. The Journal of Education. 100(5): 303-310. https://doi.org/10.3200/JOER.100.5.303-310
Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of educational research, 100(5), 303-310. https://doi.org/10.3200/JOER.100.5.303-310
Wayne, A.J. & Youngs, K.S. (2003). Experimenting with Teacher Professional Development: Motives and Methods. Educational Research. 37(8).469-479. https://doi.org/10.3102/0013189X08327154
Bauer & Brazer (2013). Teacher Characteristics and Students achievement gains. Review of Educational Research. 73:89-122. https://doi.org/10.3102/00346543073001089
Bolan, J., Bellamy, P., Rolheiser, C., Szurmak, J., & Vine, R. (2015). Realizing Partnership Potential: A Report on a Formal Collaboration between a Teaching and Learning Centre and Libraries at the University of Toronto. Collected Essays on Learning and Teaching, 8, 191-200. https://doi.org/10.22329/celt.v8i0.4241
Bruns, B., Firm,D. &Patrinos H.A. (2011). Making School Work: New Evidence on accountability Reforms. Washington, DC. The World Bank. https://doi.org/10.1596/978-0-8213-8679-8
Bush, T. (2007). School Leadership and Management in South Africa: Principals perception. International Studies in Educational Administration. 34(2): 63-76.
Carreño, L. C., MINEDUC, P. C. S., & Europea, U. (2012). Desarrollo del lenguaje y uso del Kamishibai. Cuadernos de Educación de la Universidad Alberto Hurtado, 44, 1-7.
Claudien,. (2019). Continuous Professional Development Diploma in Effective School Leadership. Student manual, Volume 1, 3rd Edition, Kigali.
Cohen & Olsen (2012). Resources Instruction and Research. Educational Evaluation and Policy Analysis. 25: 119-142. https://doi.org/10.3102/01623737025002119
Daly, B. (2012). School Leadership and Educational Accountability. International Journal of Educational Leadership. 3(4): 217-237.
Datnow & Castellano (2010). The Sustainability of Comprehensive School Reform Models in Changing District and State Context: Educational Administration Quarterly. 41(1): 121-153. https://doi.org/10.1177/0013161X04269578
Deitcher & Pomson (2012). Designing Powerful Professional Development for teachers and Principals. Oxford, OH, National Staff Development Council.
Duffy (2016). Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Washington DC. Economic Policy Institute.
Edmonds, K. (2010). Understanding the perspectives of online graduate students: Implications for educational leaders.
Elliott, B. & Goldrng, D. (2007). Teacher Commitment and engagement. Journal of Educational Research. 34: 234-248.
Gailman, S. (2014). Accountability and Principals Agent Modals. In the Oxford Hand Book of Public Accountability. Oxford, Uk. Oxford University Press.
Hallinger, P. (2007). Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade away. Journal of Leadership and Policy in Schools.4 (3): 221-240. https://doi.org/10.1080/15700760500244793
Harris, D.N. & Hopkin, P. (2008). Teacher Training, Teacher Quality and Students Achievement. Journal of Public Economics. 95(7), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
Hendriks & Steen (2012). Supervision, a Collaborative Approach to Instructional Improvement. Waveland Press.
Hollinger, D. A. (2003). Amalgamation and hypodescent: The question of ethnoracial mixture in the history of the United States. The American Historical Review, 108(5), 1363-1390. https://doi.org/10.1086/529971
Jacob & Burns (2015). Teacher’s Workplace. The social Organization of Schools. New York. Longman.
Jeffrey, M. (2017). Educational leadership and Students Achievement. Educational Administration Quarterly, 39(3): 398-425. https://doi.org/10.1177/0013161X03253411
Jenkins, B. (2009). What it takes to be an Instructional Leader. Principal. 28(3): 34-37.
Johnson, S. M., & Kardos, S. M. (2008). The next generation of teachers: Who enters, who stays, and why. In Handbook of research on teacher education (pp. 445-467). Routledge.
Kremer, L. (2011). The inner World of School Principals: Educational Development: The Contribution of Research on Teachers’ Thinking. Journal of Education. 12: 342-360.
Lambersky, J.J. (2014). Understanding the Human Side of School Leadership: Improving Teachers Morale, Efficacy, Motivation and Commitment (Ph.D.). Available from ProQuest Dissertation and Theses Global (16683808333).
Leithwood, K.& Jantzi, D. (2008). Transformational School Leadership for Large- scale Reform. Effects on Students, Teachers and their Classroom Practices. School Effectiveness and School Improvement. 17(2): 201-227. https://doi.org/10.1080/09243450600565829
Lunenburg, A. (2010). Teaching Leadership. San Francisco, CA: Jossey Bass.
McFarland, G.S. (2014). Secondary teacher Perceptions of Principals’ Instructional Leadership Behaviors on Self-efficacy for Teachers of Remedial students (Ed.D). Available from ProQuest Dissertation and Theses Global (1727140680).
Michelle, L.P. (2017). The effect of Instructional leadership in Teacher Efficacy. Doctor of Education in Education Leadership for learning dissertation. Kennesaw State University.
Murphy, J. (2003). Reculturing educational leadership: The ISLLC Standards ten years out. https://doi.org/10.1108/09578230110392875
Murphy, P. (2008). The instructional leadership Behavior of High School Principals. A Provincial Case study: Journal of Educational Administration.39 (3): 233-265.
Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347. https://doi.org/10.1177/0013161X12456700
Ntahomvukiye, J. P., Temgoua, A., & Bowong, S. (2018). Study of the population dynamics of busseola fusca, maize pest. Acta Biotheoretica, 66(4), 379-397. https://doi.org/10.1007/s10441-018-9335-x
Peterson, K. J. (2015). Mindful instructional leadership practices of elementary principals in Washington State. Washington State University.
Ramani, S., & Fessler, J. A. (2011). A splitting-based iterative algorithm for accelerated statistical X-ray CT reconstruction. IEEE transactions on medical imaging, 31(3), 677-688. https://doi.org/10.1109/TMI.2011.2175233
Rew, W.J. (2013). Institutional leadership practices and teacher efficacy beliefs: Cross-national Evidence from TALIS (Ph.D.). Available from ProQuest Dissertation and Theses Global (1448285542).
Robinson. (2008). The Impact of Leadership on Students outcomes: An Analysis of Differential Effects of Leadership Type. Educational Administration Quarterly. 44(5): 635-674. https://doi.org/10.1177/0013161X08321509
Shen, J. & Cooley,V.F. (2010). Using Data for Decision Making: Perspective from 16 Principals in Michgan, USA. International of Review of Education, 56(4), 435-456. https://doi.org/10.1007/s11159-010-9172-x
Siti, et al. (2018). Instructional leadership and Teachers’ Functional Competency Across the 21st Century Learning. International Journal of Instruction. 11(3): 135-152. https://doi.org/10.12973/iji.2018.11310a
Stodolsky & Feiman (2006). Book Review. Journal of Personal Evaluation in Education. 15(2): 149-154.
Tabitha, G. (2009), State Policies to Improve Teacher Professional Development. Journal of Educational Research. 24: 216-236.
Tamela, E. (2020, May). Move structure analysis on research article abstracts in national and international SCOPUS indexed journals. In International Conference on English Language Teaching (ICONELT 2019) (pp. 12-17). Atlantis Press. https://doi.org/10.2991/assehr.k.200427.004
Ursula, U. &Lucien, K. (2012). The Continuous Professional Development of Teachers in Europe: New Policy Approaches. Einladungen Zur Reise. Paris: ESF.
Walker, P. & Slear, A. (2011). Teacher and collective Efficacy Belief as Predators of Professional commitment. The Journal of Education. 100(5): 303-310. https://doi.org/10.3200/JOER.100.5.303-310
Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of educational research, 100(5), 303-310. https://doi.org/10.3200/JOER.100.5.303-310
Wayne, A.J. & Youngs, K.S. (2003). Experimenting with Teacher Professional Development: Motives and Methods. Educational Research. 37(8).469-479. https://doi.org/10.3102/0013189X08327154
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Published
2022-10-25
How to Cite
Tubisabimana, E. ., & Mukulira, O. (2022). Influence of Instructional Leadership Practices on Teacher Continuous Professional Development in Selected Public Primary Schools in Rwanda. Journal of Education, 5(4), 83–98. https://doi.org/10.53819/81018102t3057
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