Situation high school promoting a positive school learning climate on instructional leadership approach

148 HNUE JOURNAL OF SCIENCE Social Sciences, 2020, Volume 64, Issue 4D, pp. 148-154 This paper is available online at SITUATION HIGH SCHOOL PROMOTING A POSITIVE SCHOOL LEARNING CLIMATE ON INSTRUCTIONAL LEADERSHIP APPROACH Trinh Thi Quy Faculty of Education Management, Hanoi National University of Education Abstract. This article report findings from a study about the instructional leadership of high school principals in Vietnames . Instructional leadership has become one of the most widely researched topics. This type of leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. Research results show that the school's principal plays an important role in building a positive cultural environment of the school towards creating the best achievements for students. Keywords: instructional leadership, principal of high school, head teachers. 1. Introduction Beginning in the late 1970s and early 1980s, many educational researchers, wrestling with an accountability movement even then, began to articulate the primary role of the school principal in terms of instructional leadership [1]. The definition of instructional leadership continues to evolve in the world of educational research. Hallinger characterized the typical view of instructional leadership as a decidedly top-down transactional style or leadership, ideas from more distributed, transformational conceptions of leadership have increasingly influenced instructional leadership [2]. Instructional leadership was a model that requires the principal to be the “principal teacher” in the school. At the heart of the model was a focus on matters of teaching and learning by the leader, staff, and students of a school. Hallinger defined three dimensions of instructional leadership: articulating the mission, managing the instructional program, and promoting a climate of learning [3]. Many scientists around the world have used this instructional leadership model of Hallinger to study the role of school’s principals in research directions such as Components of instructional leadership; the impact of instructional leadership on student’s achievement; instructional leadership in different school contexts; develop instructional leadership skills for school’s principals [4], [5], [6]. The study of instructional leadership in high school’s principals will be the necessary research direction for the current context of educational innovation in Vietnam today. This article researches the role of principal’high school in promoting a positive school learning climate in Vietnam – one of three dimention on instructional leadership approach. 2. Content 2.1. Methodology For this study, the methods of analysis, comparison, and synthesis of theoretical frameworks Received April 11, 2020. Revised April 24, 2020. Accepted May 15, 2020. Contact Trinh Thi Quy, e-mail address: quyqlgd@gmail.com Situation high school promoting a positive school learning climate on instructional leadership approach 149 are used. Both quantitative and qualitative research designs and methodologies were appropriate. By combining both quantitative and qualitative approaches, mixed methods research provided an opportunity for the researcher to utilize the complementary strengths of each to buttress inferences. The qualitative design was appropriate in as far as it enabled the researcher to interact with the principals concerning their practice of instructional leadership. A questionnaire which is a quantitative research tool was administered to principals to solicit information that might not have been obtained through the interviews. The study was quantitative and survey type in nature. The sample consisted of 290 principals of high schools. SPSS software was used to calculate the frequency, average point, and Cronbach's Alpha coefficient to process the research results obtained from the questionnaire. 2.2. Instructional leadership Hallinger and Murphy (1985) developed an influential model of instructional leadership that is still used in research today. Leithwood and Duke (1997) asserted that this is the most fully tested and empirically studied instructional leadership model [7]. Hallinger (2005) provided an analysis of the many studies conducted on instructional leadership from the 1980s to 2000. In this review, Hallinger (2005) outlined three dimensions of instructional leadership: defining the school mission, managing the instructional program, and promoting a positive school climate. Again, much of this early research was conducted in elementary schools in urban settings, but the model has since branched out to serve as the chief conception of effective school leadership in all educational settings. Figure 1 summarizes the key dimensions and functions of Hallinger’s instructional leadership model. INSTRUCTIONAL LEADERSHIP Defining the School Mission Managing the Instructional Program Promoting a Positive School Learning Climate Frames the School’s Goals Supervises and Evaluates Instruction Protects Instructional Time Communicates the School’s Goals Coordinates the Curriculum Maintains High Visibility Monitors Student Progress Provides Incentives for Teachers Promotes Professional Development Provides Incentives for Learning Figure 1. Instructional leadership dimensions and functions In defining the mission of the school, the principal frames and communicates the school goals. Management of the instructional program consists of supervision and evaluation of instruction, coordination of curriculum, and the monitoring of pupil progress. Protection of instructional time, promotion of professional development, high visibility, provision of teacher incentives and student incentives, and enforcement of academic standards are included in the promotion of school climate. The following is a study in Vietnam on the content of the third group of factors: Promoting a positive school learning climate. 2.3. Situation High school Promoting a Positive School Learning Climate After using SPSS 22 data processing software to analyze the survey results, the reliability and objectivity indicators of the research design are guaranteed, the results are shown in the following sections. 2.3.1. Protect instructional time Trinh Thi Quy 150 Ensuring that the time for students to study in school is the first element of building a positive learning environment. The reality of high school principals implementing this element is shown in the following Table 1. Table 1. The actual situation of the principal ensures the school's learning time Items Under 5 years From 5 to 10 years More than 10 years Total Mean SD Mean SD Mean SD Mean SD Rank Limit interruptions of instructional time by public address announcements 3.24 1.071 3.27 1.070 3.54 .796 3.38 .963 4 Ensure that students are not called to the office during instructional time 3.27 .981 3.04 1.190 3.21 1.022 3.18 1.059 5 Ensure that tardy and truant students suffer specific consequences for missing instructional time 3.66 .880 3.42 1.051 3.32 .941 3.44 .963 3 Encourage teachers to use instructional time for teaching and practicing new skills and concepts 3.82 .611 3.82 .601 3.66 .598 3.75 .605 1 Limit the instruction of extra- and co-curricular activities on instructional time 3.59 .987 3.44 .958 3.37 .958 3.45 .965 2 In this context, the expression of the items is similar and equally at the level of clear expression (from 3.18 to 3.75), in which the most obvious expression is that the principal encourages teachers to use teaching time to practice new skills and least obvious is the principal did not meet students in the office during class time. There are also penalties in each high school for acts that interrupt a student's learning time, such as being late or skipping classes, skipping classes with or without an excuse; and different forms of discipline if teachers are late, skip classes... These actions show that students' learning time is maintained in the school. Combine with other teaching leadership contents to aim at the highest teaching and educational quality of the school. 2.3.2. Maintain high visibility Maintaining the principal's presence is one of the important manifestations of a teaching leader. This manifests itself through the amount of time spent at the school with different jobs. The survey results are statistically and shown in the data Table 2 below. The Table 2 shows that the principal makes a public announcement of the teacher's teaching results in different forms (3.75) and shows that he ready to keep an eye to class or teaching when one of the teachers come to class late or absence in emergencies is lowest (3.27) but still within clear range. The high school principals in Vietnam are mostly appointed from teachers with outstanding academic achievements, so their professional experiences become an important resource for teaching leadership. Situation high school promoting a positive school learning climate on instructional leadership approach 151 While maintaining principal’ maintenance but they handle different works and easy to see that most of the works are related to administrative management in the school. Table 2. The fact of the principal's presence in the school Items Under 5 years From 5 to 10 years More than 10 years Total Mean SD Mean SD Mean SD Mean SD Rank Take time to talk informally with students and teachers during recess and breaks 3.55 .711 3.39 .750 3.49 .719 3.48 .725 2 Visit classrooms to discuss school issues with teachers and students 3.37 .620 3.32 .631 3.32 .610 3.33 .616 4 Attend/participate in extra- and co- curricular activities 3.57 .710 3.51 .601 3.46 .670 3.50 .661 1 Cover classes for teachers until a late or substitute teacher arrives 3.41 .848 3.32 .909 3.15 .913 3.27 .897 5 Tutor students or provide direct instruction to classes 3.54 .631 3.44 .567 3.45 .618 3.47 .607 3 2.3.3. Provide incentives for teachers Creating teacher motivation is the content that shows the teaching leadership of high school principals most clearly in principals with experience from 5 to 10 years, as shown in the Table 3. Table 3. The actual situation of the principals create teacher motivation Items Under 5 years From 5 to 10 years More than 10 years Total Mean SD Mean SD Mean SD Mean SD Rank Reinforce superior performance by teachers in staff meetings, newsletters, and/or memos 3.68 .834 3.84 .841 3.74 .647 3.75 .757 5 Compliment teachers privately for their efforts or performance 3.79 .653 3.93 .623 3.79 .603 3.83 .622 4 Acknowledge teachers' exceptional performance by writing memos for their personnel files 3.86 .616 4.07 .457 3.95 .521 3.96 .536 2 Reward special efforts by teachers with opportunities for professional recognition 3.96 .571 3.98 .551 3.99 .530 3.98 .545 1 Create professional growth opportunities for teachers as a reward for special contributions to the school 3.82 .543 4.00 .567 3.92 .519 3.92 .540 3 Looking at the tables, it can be seen: The expression of reward for the special efforts of Trinh Thi Quy 152 teachers and the opportunity for them to become experts is the most evident (4.07) in the group of Principals with experience from 5 years to 10 years. In which, the announcement of teachers' results of public announcement in different forms is the group with the lowest expression of all the high school principals surveyed. Here are some tips to motivate teachers used by school principals and highly effective: Gather and promote the strength of the collective. (CBQL01 SG2, CBQL02, CBQL03_SG2) Maintain the role of a leader. (CBQL04) Ability to express well. (CBQL05) The trust of teachers and staff. (CBQL05_SG2) Dedication, dedication. Sincere with colleagues. (CBQL08) Being able to gather together and the principal, the vice-principal must be the center of the school in making plans and making decisions about the development of the school. (CBQL10) Having the ability to administer and orient the members of the collective to perform their duties well. (CBQL11) As such, it can be seen that each principal in different high schools has different ways to motivate teachers, depending on the situation of each school, the characteristics of the team and the personality traits of each principal. 2.3.4. Promote professional development Developing professionals in the school is the field where high school principals direct teachers' activities into implementing the mission, values, vision, and target hierarchy systems in the school; Willingness to assist teachers, ensure teachers' participation in common activities and the willingness to share the principal’s advantages and disadvantages with the teachers in the school. Survey results of the above manifestations are shown as follows: Table 4. The actual situation of principals developing professionals in school Items Under 5 years From 5 to 10 years More than 10 years Total Mean SD Mean SD Mean SD Mean SD Rank Ensure that inservice activities attended by staff are consistent with the school's goals 4.00 .632 4.04 .680 3.95 .581 3.99 .622 1 Actively support the use in the classroom of skills acquired during inservice training 3.93 .568 3.91 .510 3.92 .539 3.92 .537 2 Obtain the participation of the whole staff in important inservice activities 3.91 .581 3.82 .571 3.93 .509 3.90 .546 3 Lead or attend teacher inservice activities concerned with instruction 3.77 .572 3.86 .693 3.87 .759 3.84 .692 4 Among the manifestations of this content, the teacher-directed activity primarily focused on the school's goal was the highest-performing activity of all principals, and the lowest expression belonged to the time for listening to the teachers' sharing about the difficulties that they face in professional activities. When interviewed about the tips for developing a professional in the school, we gathered various manifestations. For example, Proper investment for team development and retraining. (CBQL01 SG2) or decide to reorganize professional groups. (CBQL02_SG2), or Promote the positive of young Situation high school promoting a positive school learning climate on instructional leadership approach 153 teachers in teaching innovation. (CBQL03) is used effectively by the principal. Or there are other manifestations such as: Improving the capacity of the management team, teachers. Innovating teaching methods. Innovate testing methods, assessments. (CBQL06) or Teacher assignment decision. (CBQL06_SG2) or Decision to implement teacher ethics. (CBQL07_SG2). Some of the principals have the following comments: The teachers have a strong professional qualification, dare to innovate teaching methods that are suitable for students. (CBQL11); The decision to change the leader in some subject groups. The decision to set up an advisory council. (CBQL17_SG) are activities that greatly change the professional status of teachers in the school. 2.3.5. Provide incentives for learning The table of data below describes the situation that motivates students of high school principals. The expressions revolve around 5 issues: the principal acknowledges and publicizes information about student achievement in different ways (Honor Roll; bulletin board; directly sends letters of commendation, etc.); establishment of an evaluation and reward committee for students have outstanding achievements; directly observe and collect evidence of student's exceptional performance; directly contact the student's family to inform about the student's special achievements. Table 5. The actual situation of the principals motivate students Items Under 5 years From 5 to 10 years More than 10 years Total Mean SD Mean SD Mean SD Mean SD Rank Recognize students who do superior work with formal rewards such as an honor roll or mention in the principal's newsletter 4.09 .695 4.18 .735 3.92 .715 4.04 .720 1 Use assemblies to honor students for academic accomplishments or for behavior or citizenship 3.61 .802 3.81 .667 3.68 .681 3.70 .713 3 Recognize superior student achievement or improvement by seeing in the office the students with their work 3.37 .728 3.40 .821 3.45 .882 3.41 .822 4 Contact parents to communicate improved or exemplary student performance or contributions 3.71 .706 3.65 .834 3.74 .768 3.71 .768 2 Support teachers actively in their recognition and/or reward of student contributions to and accomplishments in class 3.48 .834 3.52 .841 3.54 .647 3.40 .757 5 From the tables, it can be seen that the principal's most motivating expression is the recognition and disclosure of student achievement information in different ways (4.04) and the lowest is a demonstration of the principal directly observing and gathering evidence of a student's special achievement (grade point average is 3.41). Here are some specific actions shared by the principals: Focusing on directing two groups of Math and English subjects to improve student learning results. (CBQL03) Trinh Thi Quy 154 Make students happy when going to school and friendly between students and teachers. (CBQL03_SG2) Encourage students to study at home and giving gifts to students every Monday. (CBQL04_SG2) 3. Conclusions Instructional leadership affirms the role of high school principals in influencing student achievement. There are three dimensions in instructional leadership: Defining the school mission; Managing the instructional program; Promoting a positive school learning climate. In which, an important element of instructional leadership is to build a positive learning environment in the school. This research shows that situation principal of high school in Vietnam promoting a positive school learning climate has various manifestations in the elements: Protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development, provide incentives for learning. There is a need for more instructional leadership studies aimed at improving the effectiveness of education in school. REFERENCES [1] Hallinger, P & Murphy, J., 1985. “Assessing the Instructional Management Behaviors of Principals”. The Elementary School Journal, 86 (2), 217-247. [2] Hallinger, P., 2003. “Leading educational change: Reflection on the practice of instructional and transformational leadership”. Cambridge Journal of Education, 33(3), 329 – 351. [3] Hallinger, P., 2005. “Instructional leadership and the School Principal: A Passing Fancy That Refuses to Fade Away”. Leadership and Policy in Schools 4, 221-239. [4] Vu Thi Mai Huong and Trinh Thi Quy, 2017), “Instructional leadership at Primary school under School-Based Management approach – case study at Doan Thi Diem Private Primary school”, Tạp chí Khoa học Trường Đại học Sư phạm Hà Nội, tháng 12/2017 (62), tr.146-154. [5] Sally J. Zepeda and Philip D. Lanoue, 2017. “Conversation Improving Instructional leadership”. Education leadership, May, 58-61. [6] Hallinger, P., 2012. “A global study of the practice and impact of distributed instructional leadership in international baccalaureate (IB) schools”. Leadership and Policy in Schools 11, 477- 495. [7] Leithwood, K. & Jantzi, D., 1997. “Explaining variation in teachers’ perceptions of principals’ leadership: A replication”. Journal of Educational Administration, 35 (4),