A study of principals' perceptions of their competency and competency needs in instructional leadership.

Abstract

This dissertation presents a study of self-reported competency in instructional leadership among Malaysian primary school principals in the course of implementing a new curriculum and of their competency needs for an effective continuation of its implementation. Three primary purposes of this study are to: (i) gather information on principals' perceptions of their competency and their needs for competencies in instructional leadership, (ii) identify explanatory variables which differentiate principals' self-reported competency and competency needs, and (iii) investigate whether effective, moderately effective and ineffective principals perceive themselves to have equivalent levels of competency and their needs for acquiring competencies with regard to instructional leadership. A survey method was used to gather this information. Out of 400 principals 266 (66.5%) chosen from four types to primary schools in three States in West Malaysia responded within an arbitrary time limit. An instrument designed for the purposes of this study was constructed and pretested. The refined instrument had a reliability of r =.96. The data analyses revealed several findings: (1) Principals studied perceived themselves as having a "moderate level" of overall competency concerning instructional leadership. They expressed their desire to acquire competencies concerning instructional leadership in implementing the new curriculum effectively. (2) There was no significant difference between the perceived level of competency among principals of effective, moderately effective and ineffective schools. However, the desire for self-improvement in instructional leadership competencies among principals of the effective and moderately effective schools was significantly higher than among principals of ineffective schools. (3) Principals' educational background in secondary school, the number of years affiliated with the present school, experience as principals, professional development programs (courses, seminars and workshops) and the school size were correlated to principals' self-reported overall competency in instructional leadership. On the other h and , age, type of school administered and principals' educational background in primary school were related to principals' self-reported needs for competencies in instructional leadership. (4) Rating of school effectiveness by State Education Departments and District Education Offices was not related to self-reported competency, but was related to needs for competencies concerning instructional leadership among principals studied. In contrast with effective and moderately effective schools, ineffective schools are led by principals whose attitudes are less positive toward self-improvement, even though the three groups of principals perceive themselves as having the same level of competency with regard to instructional leadership. Staff development programs for principals are found to be effective in elevating principals' competencies with regard to school leadership. These programs should be continued and should focus more on the roles of principals as instructional motivators and as providers for attitudinal change.