Explanatory sequential mixed methods study shows practices of head teachers, suggesting a practical toolkit for enhancement.
Key Points
This study aims to explore the instructional leadership practices of secondary school head teachers and develop a supportive toolkit.
Explanatory sequential mixed methods design was employed.
Quantitative data collected from 130 teachers using Hallinger’s PIMRS, while qualitative data gathered from nine head teachers via interviews and focus groups.
Data analysis involved weighted mean, standard deviation, and thematic analysis.
Head teachers demonstrated instructional leadership to a very great extent across defined dimensions.
Strong practices noted in goal communication, instructional monitoring, and staff participation.
Co-design resulted in an enhanced toolkit that is practical, supportive, and adaptable for schools.