Challenges of the 21st century: instructional innovative leadership as a solution

Abstract

In the globalization era of education, instructional leadership practices remain relevant and can contribute to the success of a school (Hallinger, 2005; Department of the Prime Minister, 2010). The Malaysia Education Blueprint (PPPM) from 2013 to 2025, has been designed by the Ministry of Education (MOE) to ensure the effectiveness and sustainability of the transformation of the education system.One of the main goals of this blueprint is to reduce the administrative burden so that principals can focus on instructional leadership practices (Jamelaa Bibi, 2012). The blueprint delineates that, school leaders will be guided by the District Education Office and the Department of Education through a professional collaboration effort that focuses on school improvement and the development of the school staff’s potentials and capabilities. Accordingly, the principal is required to be an excellent instructional leader and act as anagent of change in order to move the organization forward in the academic and co-curricular activities. In theory, a pattern of effective principal leadership will affect the professionalism of teachers and students' academic achievement (Sergiovanni, 2001). School leaders need to fulfill their role as administrators and instructional leaders to make improvements and monitor the progress of a school on an ongoing basis.