Instructional Leadership Practice among Principals of Chinese Primary Schools in Selangor

Abstract

This study examines the instructional leadership practices of principals in high-performing Chinese primary schools in Selangor, Malaysia. Using a qualitative approach, data was gathered through interviews with four principals and a focus group of five teachers. The research explores how principals perceive and practice instructional leadership within the Malaysian context. Findings indicate that principals often struggle to balance instructional leadership with administrative duties imposed by higher authorities. While they acknowledge the importance of instructional leadership in improving teaching and learning, administrative tasks frequently shift their focus. A framework is introduced, represented as a pyramid with five dimensions, starting from managerial responsibilities at the base and culminating with creating a school mission at the top. The study emphasizes the challenge of balancing leadership and management and suggests future research on how principals can navigate these dual roles more effectively to improve school performance.