Instructional Leadership Behaviours as Correlate Instructional Practices

Lydia Osei-Amankwah, Philip Oti-Agyen, Seth Twumasi
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Abstract

The objectives of the study were to determine instructional leadership behaviour commonly practiced by heads, establish relationship between heads instructional leadership behaviours and teachers’ instructional practices. One research question and two hypotheses were raised to guide the study. The study employed descriptive survey design. Purposive sampling technique was used to select the teachers. A sample of 96 teachers was drawn from three senior high schools. Questionnaire was used to gather data from respondents. The overall reliability coefficient of 0.82 was obtained from the pre-testing of the instrument. Data were analyzed using means and standard deviations, Pearson product moment correlation coefficient and standard multiple regression. The results were discussed in relation to the literature. Findings revealed that heads commonly evaluate and supervise instruction. The study established significant and positive relationship between leadership behaviours and teachers’ instructional practices. It was therefore, recommended that Ghana Education Service should accelerate its efforts by providing the needed support for instructional supervisory activities of heads to enable them promote effective instructional delivery of teachers. It was again, recommended that heads should reinforce the use of evaluating and supervising instruction by regularly visiting classrooms to make teachers more effective in lesson delivery.
与教学实践相关的教学领导行为
本研究的目的是确定校长通常采取的教学领导行为,并建立校长教学领导行为与教师教学实践之间的关系。为指导研究,提出了一个研究问题和两个假设。研究采用了描述性调查设计。在选择教师时使用了有目的的抽样技术。从三所高中抽取了 96 名教师。调查问卷用于收集受访者的数据。问卷的总体信度系数为 0.82。数据分析采用了均值和标准差、皮尔逊积矩相关系数和标准多元回归法。根据文献对结果进行了讨论。研究结果显示,校长通常会对教学进行评估和监督。研究确定了领导行为与教师教学实践之间的重要正相关关系。因此,建议加纳教育部门加快努力,为校长的教学督导活动提供所需的支持,使他们能够促进教师的有效教学。此外,还建议校长定期巡视课堂,加强对教学的评估和监督,提高教师的授课效率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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