Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Abstract

Using the Hallinger scale, this study explored the instructional leadership methods of Jordanian public school principals as viewed by teachers. A descriptive survey was administered to 336 teachers to collect the data. The study evaluated instructional leadership in six domains: school goals, educational program administration, teaching and evaluation supervision, student achievement monitoring, incentives for teachers and students, and teacher professional growth encouragement. The findings indicate a modest perceived level of instructional leadership practice. However, one domain "providing incentives for teachers and students" was notably strong. In addition, male teachers with postgraduate qualifications and at least ten years of experience exhibited increased competency in distinguishing instructional leadership practices in Jordanian public schools. Recommendations include developing targeted training programs for school principals focusing on Hallinger scale domains, and establishing ongoing evaluation systems to enhance educational leadership practices and collaboration.