Page 15 -
P. 15
environment. The effect sizes on Coordinating school curriculum,
student outcomes of these dimensions supervising instruction, monitoring
are identified as follows: ??(i) small student progress, developing human
effects ??ensuring an orderly and resources and creating a supportive
supportive environment, and working environment. Drawing on these
establishing goals and expectations, findings this empirical study sought to
and strategic resourcing; (ii) scrutinize instructional practices of
moderately large effects ??planning, Singapore principals, using four broad
coordinating and evaluating teaching dimensions of instructional leadership,
and the curriculum; and (iii) large namely: (1) Aligning teaching practices
effects ??promoting and participating in to school vision; (2) Leading teaching
teacher learning and development. and learning; (3) Developing conducive
environments for teaching and learning;
In summary, there are similarities with and (4) Promoting professional
regards to identifying the roles and development. Although these four
practices of principals despite the dimensions may not guarantee a
variety of published models on comprehensive account of instructional
instructional leadership. More leadership, they provide a useful picture
specifically, principals as instructional of instructional leadership in practice in
leaders are expected to take an active Singapore. These four dimensions are
role in setting school vision and elaborated in the following section.
aligning teaching to school vision,
9
