Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions

Nguyen, D. , Ng, D., Luo, W. and Mansor, S.' (2022) Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), pp. 919-940. (doi: 10.1080/13603124.2020.1731765)

Abstract

This article presents part of the findings drawn from a larger study on school leadership in 28 Singapore primary schools. This article discusses the perceptions of 224 key personnel (i.e., teachers with formal leadership titles) and 462 teachers (i.e., classroom/subject teachers without a formal leadership position) of their school leaders’ enactment of instructional leadership and the predictive relationships between instructional leadership and teacher competences. The key findings were (i) Singapore school leaders were perceived to adopt a selective instructional leadership approach, and (ii) instructional leadership practices that focused on promoting professional development and positive school climate were strongly associated with teacher competences. The article contributes to the growing knowledge base on the enactment of instructional leadership in non-Western settings and specifies the relationships between instructional leadership and teacher-level variables.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Nguyen, Dr Dong
• Authors: Nguyen, D., Ng, D., Luo, W., and Mansor, S.'
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: International Journal of Leadership in Education
• Publisher: Taylor & Francis
• ISSN: 1360-3124
• ISSN (Online): 1464-5092
• Published Online: 06 March 2020
• Copyright Holders: Copyright © 2020 Informa UK Limited, trading as Taylor and Francis Group
• First Published: First published in International Journal of Leadership in Education 25(6): 919-940
• Publisher Policy: Reproduced in accordance with the publisher copyright policy