Main Article Content
The main purpose of this study was to examine how principals engage in instructional leadership roles in Type 1AB and Type C schools in Sri Lanka. The objectives of this study were to find out what kind of instructional leadership roles do principals in secondary schools in Sri Lanka play in promoting the education of students and upgrading the pedagogy of teachers, Identify how do teachers perceive leadership roles of principals in different categories of secondary schools in Sri Lanka and to find out what problems principals face when engaging in instructional leadership roles in secondary schools. The study was carried out in association with two hundred sample units of teacher and six school principals targeting to answer the research questions that were built. A mixed method approach was adopted. A questionnaire and interview schedules were used as data collection instruments. The data collected through the questionnaire were presented by using percentages and tables. The data collected through the interviews were analyzed by using thematic analysis. The findings revealed that a significant number of teachers (88%) in Type 1AB schools have positive perceptions about the instructional leadership roles principals engage in their schools. Also the findings indicated that the principals of type 1AB schools perform instructional leadership roles at a satisfactory level. However, the principals of 1-C schools do not perform instructional leadership roles at a satisfactory level due to the major challenge of having engaged in general administration roles than instructional leadership roles. It further revealed from this study that educational standards of the students in 1AB schools are higher than the educational achievements of students in Type 1-C schools. The study further revealed that the opportunities available for principals to acquire leadership training at an appropriate stage in their career are limited. It is, therefore, recommended that, the principals must be trained at an appropriate stage of their carrer in order for them to provide facilities for teachers professional development.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
2. Blasé, J. and Blasé, J. (2000). Effective Instructional Leadership: Teachers' perspective on how principals promote teaching and learning in schools. Journal of Educational Administration, 38 (2), 130-141.
3. Blase, J., (2004). Handbook of instructional leadership: How successful principals promote teaching and learning. 2nd ed., Thousand Oaks, CA: Corwin Press.
4. Bust, T. (2008) Leadership and Management Development in Education. London: Sage.
5. Creswell, J.W, (2007) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Prentice-Hall, 3rd Edition, 2007.
6. Day, C., Harris, A., Hadfield, M., Tolley, H., and Beresford, J. (Eds.). (2000). Leading schools in times of change. Buckingham, UK: Open University Press.
7. Farrell, T. S. C. (2011). Keeping SCORE: Reflective practice through classroom observations. RELC Journal, 42(3), 265-272.
8. Hallinger, P., and Murphy, J. (1985). Assessing the instructional management behaviors of principals. Elementary School Journal, 86(2), 217-247.
9. Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of the empirical research. Educational Administration Quarterly, 32(1), 5-44.
10. Harris, A. and Muijs, D. (2008) Improving Schools through Teacher Leadership. London: Oxford University Press.
11. Kumari, H. M. L. (2014) Role of the principals in the leadership of teaching and learning in secondary schools in Sri Lanka. 2nd Annual Postgraduate Researcher's Presentation, 47-48, University of South Wales PRESS.
12. Kumari, H.M.L. (2019) A Study on Instructional Supervision by Principals in Type 1C and Type 2 Schools in Sri Lanka. International Journal of Social Sciences: PEOPLE 5 (3), http://creativecommons.org/licenses/by-nc/4.0/
13. Kumari, H. M. L. (2020) Instructional Leadership Practice and Educational Achievement of Students: Survey of Literature. Adyapana SANWADA 10, 121-133, University of Colombo PRESS
14. Kumari, H. M. L. (2021a) A study on instructional supervision by principals in Type 2 and Type 3 schools in the Colombo District, Sri Lanka. International Research Symposium 2021Interdisciplinary Research in Education, PROCEEDINGS (1), 176-185 https://edu.cmb.ac.lk/proceedings-irs-2021/
15. Kumari, H. M. L. (2021b) A Study on Distributed Leadership Practices and its Impact on Teaching and Learning. International Journal of Teaching, Education and Learning: PUPIL 5(1), 55-72 https://doi.org/10.20319/pijtel.2021.51.5572
16. Kumari, H. M. L. (2022a). Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka. International Journal on Integrated Education (IJIE) 5(8), 117-125 https://journals.researchparks.org/index.php/IJIE
17. Kumari, H.M.L. (2022b) Principals Distributed Leadership Practices and its Impact on Teaching and Learning in Type 1AB and Type 1C Schools in the Colombo District Sri Lanka. International Journal on Integrated Education (IJIE) 5 (9), 17-25 https://journals.researchparks.org/index.php/IJIE
18. Kumari, H.M.L. (2022c) Importance of School Leadership in improving Educational Achievement of Students: Survey of Literature.Adyapana PRATHIBA (12), 135-147. University of Colombo Press.
19. Kumari, H.MM. L. (2022d) A Study on the Implementation of School Based Management of Secondary Schools in Sri Lanka with special reference to 1AB & 1C Schools. International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS), 11(11), 16-24 https://www.ijltemas.in/digital-library/volume-xi-issue-xi.php
20. Kumari, H. M. L. (2022e). Instructional Supervision by Principals in Type 2 and Type 3 Schools in Sri Lanka. Sri Lanka Journal of Education 1(1), 73-88
21. Malkanthi, J.P.R. & Kumari, H. M. L. (2021) Enhancing Students’Higher Order Cognitive Skills. International Research Symposium 2021,Interdisciplinary Research in Education, PROCEEDINGS (1), 201-208 https://edu.cmb.ac.lk/proceedings-irs-2021/
22. Mulford, B. (2003). The Role of School Leadership in Attracting and Retaining Teachers and Promoting Innovative Schools and Students. Retrieved on November 23, 2007, from http://www.dest.gov.au/ 7.
23. Pillegedara, S.P. & Kumari, H. M. L. (2021). School-based planning and the contribution of stakeholders in developing the re-opened schools. International Research Symposium 2021, Interdisciplinary Research in Education, PROCEEDINGS (1), 387-392 https://edu.cmb.ac.lk/proceedings-irs-2021/
24. Quinn, D. M. (2002). The Impact of Principal Leadership on Behaviours on Instructional Practice and Student Engagement. Journal of Educational Administration, 40 (5), 447-467.
25. Southworth, G. (2004b) Learning Centred Leadership, Distributed Leadership Booklet 4.1, chapter 7. UK: National College for School Leadership Nottingham.
26. Waters, J.T., Marzano, R.J. and McNulty, B. (2004). Leadership That Sparks Learning. Educational Leadership, 61 (7), 48-51.
27. Wickramanayake. R, Kumari, H. M. L. (2022a). The Potential of Sri Lankan Teacher in Managing Online Classroom. International Journal on Integrated Education (IJIE) 5(11), 320-330 https://journals.researchparks.org/index.php/IJIE/article/view/3685
28. Wickramanayake. R, Kumari, H. M. L. (2022b). Sri Lankan Teachers’ Online Classroom Management Abilities by School Type and Grade Section. International Journal on Integrated Education (IJIE) 5(12), 224-334 https://journals.researchparks.org/index.php/IJIE/article/view/3843
29. Wijekoon, K.M.J. & Kumari, H. M. L. (2021) Examining the teachers’ perception of the School Based Professional Teacher Development Programms. International Research Symposium 2021, Interdisciplinary Research in Education, PROCEEDINGS (1), 387-392 https://edu.cmb.ac.lk/proceedings-irs-2021
30. Tashakkori, A., and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage Publications.