The Influence of Principals’ Instructional Leadership on the Teachers’ Commitment and Students’ Outcome at Ordinary School in Kedah Malaysia

Abstract

This study investigates the impact of principals' instructional leadership practices on teachers' commitment and students' holistic development in public secondary schools in Kedah, Malaysia. A quantitative research approach was employed, utilizing a survey method with questionnaires distributed via Google Forms. The study sampled 374 secondary school teachers using stratified and simple random sampling techniques. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 26.0, with Exploratory Factor Analysis (EFA) conducted in three stages: identifying correlations between factors, extracting factors, and rotating factors. To assess the construct validity of the questionnaire, Confirmatory Factor Analysis (CFA) was performed using IBM-SPSS-AMOS Version 24, ensuring that the fitness indexes met the required thresholds. Structural Equation Modelling (SEM) with AMOS was applied to analyse relationships among variables. The findings reveal that principals' instructional leadership practices significantly and positively influence both teachers' commitment and students' development. Furthermore, teachers' commitment plays a pivotal role in fostering students' overall growth. These insights offer valuable guidance for educational practitioners in designing, implementing, and evaluating programs to enhance educational quality.