The Relationship between Virtual Instructional Leadership and Teaching Competency

Abstract

Effective instructional leader was identified as a key factor for school effectiveness. School leaders should pay full commitment to improve the quality of teaching and learning in the classroom. This study was conducted to identify the relationship of virtual instructional leadership practices and teaching competency among school teachers. Data were collected through questionnaires from 352 respondents and analyzed using SEM. The result shown all the three dimensions that was suggested for the virtual instructional leadership and teaching competency were significant. Beside that, the finding also shown that virtual instructional leadership contributed significantly toward teaching competency guru (β= 0.427, C.R = 6.758, P = .000). Finally, the study was successfully developed an interactional model between virtual instructional leadership and teaching competency (χ2=1928.732, dk=926, P= <0.05).