Faculty Perceptions of Effective School Leadership: Impacts on Instruction and Learning Outcomes
DOI:
https://doi.org/10.5281/zenodo.15623987Keywords:
instructional leadership, transformational leadership, faculty perception, student outcomesAbstract
This study explores faculty perceptions of effective school leadership, with a specific focus on instructional leadership and its impact on student learning outcomes. Anchored in the frameworks of transformational, instructional, and ethical leadership, the research synthesizes insights from both empirical and theoretical literature. Through qualitative analysis of faculty responses from various schools, the study identifies key leadership practices that contribute to enhanced teaching effectiveness and learner achievement. Findings reveal that faculty members value school heads who demonstrate trustworthiness, provide constructive instructional feedback, support ongoing professional development, and promote a shared instructional vision. These elements are viewed as essential to building a positive school culture and driving continuous instructional improvement. The study underscores the importance of leadership that integrates both pedagogical guidance and relational integrity. The results suggest that effective school leadership is not merely administrative but fundamentally instructional, directly shaping classroom practices and student success. Implications point to the need for targeted leadership development programs that emphasize both instructional and transformational competencies. Understanding faculty perspectives can inform policy, training, and evaluation frameworks aimed at strengthening educational leadership across diverse learning environments.
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Copyright (c) 2025 Joseph L. Torres , Jean Joan V. Rosales, Melody G. Escalante, Limar L. Taraya (Author)
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