Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices

Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better refl...

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Main Author:	Amzat, Ismail Hussein
Format:	Book Chapter
Language:	English English
Published:	Routledge 2017
Subjects:	LB1705 Education and training of teachers
Online Access:	http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf

id	iium-64578
recordtype	eprints
spelling	iium-645782019-03-04T06:00:45Z http://irep.iium.edu.my/64578/ Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices Amzat, Ismail Hussein LB1705 Education and training of teachers Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better reflection and practice for teaching generally in Malaysia and specifically among schoolteachers in northern Malaysia. Good school leadership practices have been reported to have a positive effect on teacher development and continuous learning. Good school leadership also has positive effects on teachers who are seeking more knowledge because principals can empower teachers to be more committed and to enhance their learning. This chapter uses a quantitative approach and distributed questionnaires to teachers in one of Malaysia's Northern States. The measurement model was used to identify whether items were related to their construct or whether the indicators were loaded under their respective latent variables. Routledge 2017 Book Chapter PeerReviewed application/pdf en http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf application/pdf en http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf Amzat, Ismail Hussein (2017) Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices. In: Teacher professional knowledge and development for reflective and inclusive practices. Routledge, Abingdon, Oxon, pp. 70-88. ISBN 978-1-13-822645-6 https://www.taylorfrancis.com/books/e/9781315397696/chapters/10.4324%2F9781315397702-7
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	LB1705 Education and training of teachers
spellingShingle	LB1705 Education and training of teachers Amzat, Ismail Hussein Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
description	Instructional leadership is an old theory, but despite its age, the theory remains widely used with respect to teaching and learning. This chapter investigates the role of principal instructional leadership practices on teacher reflective practices by proposing model-based indicators for better reflection and practice for teaching generally in Malaysia and specifically among schoolteachers in northern Malaysia. Good school leadership practices have been reported to have a positive effect on teacher development and continuous learning. Good school leadership also has positive effects on teachers who are seeking more knowledge because principals can empower teachers to be more committed and to enhance their learning. This chapter uses a quantitative approach and distributed questionnaires to teachers in one of Malaysia's Northern States. The measurement model was used to identify whether items were related to their construct or whether the indicators were loaded under their respective latent variables.
format	Book Chapter
author	Amzat, Ismail Hussein
author_facet	Amzat, Ismail Hussein
author_sort	Amzat, Ismail Hussein
title	Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
title_short	Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
title_full	Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
title_fullStr	Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
title_full_unstemmed	Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices
title_sort	principal instructional leadership practice and its effect on teachers’ reflective practices: indicators for best classroom practices
publisher	Routledge
publishDate	2017
url	http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/ http://irep.iium.edu.my/64578/1/64578_Principal%20instructional%20leadership%20practice%20and%20its%20effect_Publisher%27s%20website.pdf http://irep.iium.edu.my/64578/7/64578_Teacher%20professional%20knowledge%20and%20development%20-%20about%20book.pdf
first_indexed	2023-09-18T21:31:40Z
last_indexed	2023-09-18T21:31:40Z
_version_	1777412551549648896

Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices

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