A study on the effect of instructional leadership practices towards teachers' innovativeness

Abstract

This aim of the study was to examine whether instructional leadership practices have significant influence on teacher innovativeness. In order to determine the significant influence, a total of 400 secondary teachers were selected as respondents and they were asked to give their feedbacks on closed-ended questionnaires using a five-point Likert scale. Findings of the study were presented using the descriptive and inferential statistical analyses. Descriptively, the instructional practices among principals were perceived as high and explaining the school missions was named as the most frequently emphasised by the principals based on the instructional leadership framework. However, through the teachers’ innovativeness items, teachers self-perceived their innovativeness with moderate mean scores. Inferentially, results shown ‘explain the school's mission’ and ‘encourage a positive learning climate in school’ have strong influence on teacher innovativeness.