Introduction: Leadership in schools has been a major cause for concern, not only in our Jamaican society, but on a global\nlevel. Leaders are metaphorically viewed as anchors, as they are totally responsible for the success of their organization.\nObjectives: The aim of the current research is to: evaluate the role of instructional leadership on academic performance\nof students; Assess how instructional leadership influence on teachers� instructions; evaluate instructional leadership and\ntypology of school, and explore instructional leadership in secondary educational institutions in St. Andrew, Jamaica.\nMethods: This research employed mixed methodology. Survey research and phenomenological research methodologies\nwere employed to investigate the topic. The sample comprised of one hundred teachers and administrators at two secondary\neducational institutions in Kingston and St. Andrew. For the quantitative data, these were recorded, retrieved, and analysed\nusing the Statistical Packages for the Social Sciences for Windows (Version 21.0). The qualitative data were analyzed using\nthematic identifications and narrations. A p value of 5% was used to establish statistical associations.\nFindings: The majority of the respondents were females (69%), non-senior teachers (68%), and have been teaching\nfor 4-10 years (43%). A positively weak statistical correlation existed between the performance of students and instructional\nleadership, with only 1.4% of the variance in academic performance students can be accounted for by instructional\nleaderships.\nConclusion: The discourse of instructional leadership accounting for high academic achievement of students does\nnot exist in this study, and this provides a platform for further examination of the issue from the perspective of instructional\nleadership and other variables.
Loading....