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Principal Instructional Leadership and Its Benefits
Several special issues based on instructional leadership are found within the journal article. First, teachers regularly engaging in collaborative practice is essential for student success (Belliba_ et al., 2022). It happens when instructors routinely engage in activities such as discussing strategies for teaching, visiting one anothers classrooms, and consulting with one another for guidance. Teachers working in such teams monitor one another in the school, discuss strategies for meeting the needs of their students, and generally improve student learning.
Second, teachers who perceive themselves as agents are more inclined to work together to improve classroom education. They attempt to better themselves as professionals by exchanging ideas and insights and devoting time and energy to furthering their education (Belliba_ et al., 2022). The likelihood that teachers would engage in professional development activities and use what theyve learned to make lasting changes to their teaching methods is higher among those who believe their learning makes a difference.
Lastly, one issue that differentiates Principal Instructional Leadership (PIL) from other types of leadership is its emphasis on education. Principals who excel as instructional leaders focus on improving classroom teaching by clarifying their schools objectives and creating a positive environment where teachers may grow professionally (Belliba_ et al., 2022).. Because of their ability to see instructors in action and provide constructive criticism, they may have a significant impact on classroom procedures.
After reading the journal article, I found several educational leadership and teaching surprising issues. First, educational. reform initiatives will not successfully raise students academic achievement rates unless there is a radical shift in classroom practices (Belliba_ et al., 2022).. Secondly, even though implementing new methods of instruction has been shown to impact student achievement significantly, it is crucial to stress the difficulty of making such a transition in the classroom. Many educators resist change because they are incentivized to stay in their established routines.
Reference
Belliba_, M. ^., Polatcan, M., & K1l1nç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 50(5), 812-831. Web.
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