SCHOOL PRINCIPAL'S PERCEPTIONS TOWARDS INSTRUCTIONAL LEADERSHIP PRACTICES: A CASE STUDY FROM THE SOUTHERN DISTRICT OF BHUTAN

Abstract

The mixed methods research was conducted to analyze the level and differences of principals’ perceptions towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in one of the southern districts in Bhutan. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through (PIMRS) questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. The result revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (PIMRS) almost at high level and overall mean generated was also high (3.58). Based on the findings, hypotheses concerning the variables of personal and institutional factors were in favor for rejection. Identified hindrances to instructional leadership were: numerous roles, time constraints, work overload, inadequate instructional resources, teacher shortages, limited support for professional development, mismatch between expectations and priorities. In the light of the above findings, researcher would like to conclude that creating learning culture not only depend on individual academic qualification but also the working environment and attitude of the academic community towards student centered learning under the supervision of effective instructional leadership.