The Practice of Headmaster Instructional Leadership and its Relationship with Teacher Self-Efficacy

Abstract

The effectiveness of an institution is determined by the strength and style of effective leadership. In Malaysia, past studies have shown inconsistent findings, such as the varying levels of instructional leadership in primary schools and the relationship between instructional leadership and teacher self-efficacy being moderate or weak. This concept paper aims to discuss the problem statement, research model, literature review, and implications of the study regarding the practice of instructional leadership and its relationship with teacher self-efficacy in Malaysia. To ensure that instructional leadership is continuously practiced, training and courses organized by the Ministry of Education Malaysia to strengthen the quality of instructional leadership and teacher professionalism enhancement courses need to be continued. This concept paper is hoped to help educators deepen the understanding of the 5th shift in the Malaysian Education Blueprint, which ensures that high-performing leaders are placed in schools, serving as literature related to instructional leadership and teacher self-efficacy. It is also hoped to provide implications in terms of leadership training planning in schools to enhance the professional development of teachers. In conclusion, the practice of instructional leadership must be continuously implemented to improve teacher self-efficacy and ensure the continuous development of education quality.