Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Musallam Qasim Mohammad  Al Sharafat; Lutfi Menazel Odeh  AlMasaeid; Reem Mohammed Sayel  Al- Zoubi

doi:10.36941/jesr-2024-0076

Authors

Musallam Qasim Mohammad Al Sharafat Assistant Professor, Al Al-Bayt University, Al-Mafraq, Jordan
Lutfi Menazel Odeh AlMasaeid Assistant Professor, Al Al-Bayt University, Al-Mafraq, Jordan
Reem Mohammed Sayel Al- Zoubi Associate Professor, Al Al-Bayt University, Al-Mafraq, Jordan

DOI:

https://doi.org/10.36941/jesr-2024-0076

Keywords:

Instructional leadership, School management, Hallinger scale, Jordan

Abstract

Using the Hallinger scale, this study explored the instructional leadership methods of Jordanian public school principals as viewed by teachers. A descriptive survey was administered to 336 teachers to collect the data. The study evaluated instructional leadership in six domains: school goals, educational program administration, teaching and evaluation supervision, student achievement monitoring, incentives for teachers and students, and teacher professional growth encouragement. The findings indicate a modest perceived level of instructional leadership practice. However, one domain "providing incentives for teachers and students" was notably strong. In addition, male teachers with postgraduate qualifications and at least ten years of experience exhibited increased competency in distinguishing instructional leadership practices in Jordanian public schools. Recommendations include developing targeted training programs for school principals focusing on Hallinger scale domains, and establishing ongoing evaluation systems to enhance educational leadership practices and collaboration.

Received: 22 February 2024 / Accepted: 23 April 2024 / Published: 5 May 2024