CHAPTER 2

LITERATURE REVIEW
2.1 Introduction
Instructional leadership is the integration of four broad areas in education. The four main
dimensions are direct assistance, professional development, curriculum development, group
development. These four dimensions will used to improve the instruction through action
research (Glickman, 2010). In this chapter, we will view four main domain which affecting
the instructional leadership which mainly focused on the instructional improvement in
achieving school goals. First we will view about literature about instructional leadership.
After that, we view on the professional leadership. Third is regarding shared vision and clear
goal and fourth is about the continuous monitor to teacher progress and the fifth literature
about the professional development.
2.2 Instructional Leadership
According to the study conducted in Georgia, USA, the researcher examined teachers
perspectives on the principals every instructional leadership characteristics on teachers. The
finding shows two important dimensions which principal encourage a reflection from
teachers and promote staff development. Hence, teachers are encouraged to making
suggestion, giving feedback, apply modelling, giving advice, inquiry and opinions and giving
praise. In this research, the researchers found that the principal who play their role as
effective instructional leader is willing to listen to teachers problem, make teachers realize
the real problem and give alternative solutions to overcome the problem. The finding also
shows that principals focus on six ways to promote the staff development among teachers.
The strategies are giving new ideas on new learning, develop mentoring, encourage
collaborative among teachers, redesign staff development base on interest and staff demands,
principals effective instructional leadership which bring a great effect to teachers and action
research implementation (Blas and Blas, 2000)
According to Horng and Loeb (2010), explore new thinking in Instructional
Leadership. The instructional improvement basically based on the principals individual
practices and allocation of resource. This study focused on the importance of the classroom

teaching with the involvement of principals. It depends on how the teachers are hired and
retained them and also create the way to improve the quality of teaching and learning. In this
study, the improvement of a school in achievement of their students is based on the principal
who can be a good instructional supervisor rather than being an observer or giving direct
coaching to the teachers.
In their research, they found that in achieving the growth in student is depend on
principals who play their role as effective organizational managers. It means the principal
focused more on the structure of their organization to improve the teaching. Hence, in this
study, the researcher also found that principals strategically use professional development as
a tool to reward and retain the effective teachers in school. Especially in handling teachers
who performs poorly. The researchers also examine the principles role in support the teacher
through the collaborative working environment. They found that organizational managers
who guide the teacher and school leader on the way to improve their instructional practices
(Horng and Loeb , 2010).

Professional
Leadership

Promote
Professional
Growth

Factors
affecting
Instructional
Leadership

Shared
mission and
clear goals

Continuous
monitor
teacher
progress

Figure 1: Instructional Management Framework

Principals play an important role in the improvement of instruction process. Principals
need to organize professional development for teacher as well monitor teachers teaching
practices. The model in figure 1 proposes four factors for instructional leadership role of the

principal. These roles are the important factors which affecting Instructional Leadership
practices. The first dimension is shared mission and clear goals. This factor focuses on
principals role who working with their school teachers to make sure that the school goals are
clear, measureable and time based where mainly focus on student achievement. This is one of
the factor that affecting the instructional leadership of school principal where principals be
responsible to share these school goals with school community.
The second dimension is continuous monitor teachers progress. This factor focuses
on the integration and control of teaching and learning process. Hence, principal needs to be
more concern in supervising, encouraging and monitoring the classroom instructional
practices. Moreover, it helps principal to involve more in schools improvement.
The third dimension is Promoting Professional Development. Principal needs to
promote professional development through many programs such as peer coaching, peer-peer
network which could help teachers classroom practices and learning of the students. Dwyer,
Hallinger and Murphy, 1986 mentioned that values and practices create a climate and
support the continuous improvement of teaching and learning.
The fourth dimension is professional leadership. This factor shows that how principals
contribute to the effectiveness of school and student performance directly and indirectly with
the ways used by principals through influencing classroom and school condition.

2.3 Professional Leadership

According to the study conducted in USA, which investigates three types leadership
behaviour such as sharing of leadership with teachers, the development of trust relationship
among professionals and the provision of support for instructional improvement which relate
them to the student achievement through their impact on teachers work. In that research, the
variable of leadership shows the positive relation with the learning of the students. The
finding of that research show that both shared and instructionally focused leadership are
complementary approaches for improving schools,(Louis, Dretzke and Wahlstrom, 2010).
2.4 Shared mission and clear goals
According to the study conducted in Ontario, explored five leadership capabilities
which is goal setting, resource allocation through priorities, collaborative learning cultures to

be promoted, use data appropriately and make leaders engage in conversation with courage.
According to Fullan (2006), who stated that professional learning communities should be
applied to support the networks in building collaborative learning cultures. In this study, there
also an issue of resistance to change which Herold and Fedor (2008) point out, to leaders that
they lead their followers towards change and need a good relationship quality with followers.
2.5 Continuous monitor teacher progress
According to summary written at Greensboro, the researcher has well documented
understanding about leadership at the school level. The major finding from that research on
school leadership can be categorized into 5 claims. The first claim is leadership has a
significant effects on student learning and also curriculum is quality and teacher leaders focus
more to the leadership which is formal in schools rather than help teachers towards
improvement. The third claim is about setting a direction; develop the organization and also
the people to reach the goals. Forth claim is regarding schools that have successful leaders
giving a productive respond to the opportunities and challenges created by the accountabilityoriented policy. The fifth claim is the leaders who are successful will give feedback
productively to the challenges and opportunity in teaching different types of students. Based
on the 5 claims in those findings, the scholars conclude that leaders should have the
appropriate values, background and connection within community in leading school in order
to foster the diversity in educational leadership, (Leithwood and Riehl, 2003).

2.6 Promote Professional Development

According to the study conducted in Tasmania, the researcher examine on ways to
leaders to strengthen teacher recruitment, teachers development and their retention, ways for
leaders to achieve student performance, recruitment of leader in school and retention through
professional development of school leader. In this study, the researcher also mentioned that
the leader need to value and support teachers by working with them. Value here means
recognition should be given and leaders need building teacher through the professional
development, (Mulford.B, 2003).
2.7 Conclusion

Effective instructional leadership in school develop by principal are becoming a philosophy

to the continuous improvement. This continuous improvement is providing a good impact to
the success of schools goals. The four dimensions show the important factors that used by a
principal to increase students performance and also can help to continuous teachers growth
through professional development.

Reference

Blas.J., Blase.J,(2000) Effective Instructional Leadership:TeachersPerspectives on how

principals promote teaching and learning in schools. Journal of Educational Administration.
Vol.38, No 2, pp.130-141

Glickman, C.D. , Gordon, S.P & Ross Gordon, J.M. (2010). Supervision and Instruction: A
developmental approach(2nd Ed)Boston:Allen and Bacon.

Horng.E and Loeb.S,(2010) New Thinking about Instructional Leadership, V92 N3 Kappan
,66-69
Leithwood,K. and Riehl,C.J.(2003) What we know about successful school leadership,
Philadephia, PA : Laboratory for student success, Temple University

Louis.K.S, Dretzke.B, and Wahlstrom.K, (2010), School Effectiveness and School

Improvement, Vol. 21, No 3, 315-336
Mulford.B,(2003) School Leaders: Challenging Roles and Impact on Teacher and School
Effectiveness.