Instructional Leadership Saudi Arabia Perspective

Running head: INSTRUCTIONAL LEADERSHIP

Instructional Leadership: Saudi Arabia Perspective

Name

Institution

INSTRUCTIONAL LEADERSHIP 2

Abstract

Instructional leadership has become very desirable across most of the schools in Saudi

Arabia. The teacher is considered to be the forefront regarding the achievement of the students,

though studies have revealed that school administrators play a crucial role as well. The perceived

failure of the public education system has prompted school administrators to devise ways of

ensuring that students not only achieves academically, but also are able to gain leadership skills

for their future endeavors (Bush, 2015). The sole aim of an instructional leader is to enhance the

quality of teaching within learning institution. The Saudi Government departments that are

concerned with education continue, with an emphasis on the need of incorporating instructional

leadership among the students and teachers. The report attempts to elaborate more on

instructional leadership and how it can be incorporated in students within Saudi Arabian schools.

Contextual Background on Instructional Leadership and its Functionality

Traditionally, the school teachers had been just educators, mentors, administrators and

coaches, but these roles have evolved over time due to changes in the education systems.

Initially, school principals were hired with the sole aim of saving the ailing school grades for

certain students. They even failed to take any leadership roles, concentrating more on the aspects

of political, managerial, environments rather than the effectiveness of the learning methods

(Bush, 2015). An improvement of into certain Modern teachers are more than just teachers and

are going beyond the classroom works into transforming mere schools into learning institutions.

There has been a reduced political priority with more favor being done to ensure that not only

students gain educational knowledge, but also acquire instructional leadership traits.

INSTRUCTIONAL LEADERSHIP 3

When such traits are distributed, it does not imply that the teacher delegates the entire

responsibility to another group of persons, but consequently remains aloof from the surrounding

of the students’ learning environments. It often involves interaction with other teachers and will

involve developing related course materials. The routines and structures which will promote

learning are well understood. The instructional leader will set the atmosphere for the whole

learning institution. –In fact, research over the last 20 years has revealed that the instructional

leader will affect in the learning room and even work more into the culture of the school. This is

achieved by acts of modelling rather than the actual evaluation of teaching and even direct

supervision.

Most people who enter the teaching profession as a school teacher intends to create a

difference in the students live. There are good reasons to focus on school leadership. The

significance of the principal's functions has never been bigger, taking into courtesy of the

national responsibility principles for learning institution and the probability that main

employment opportunities will rise shortly. Not only do efficient principals core attention on

programme and schooling, but they also comprehend teaching and possess the necessary in the

perspective of their staff. Studies have recently suggested that too often learning cultures

normally discourage a close analysis of education. Effective leadership can increase the level of

significance by inspecting curriculum benchmarks are benchmarked through the evaluation of

determinative assessments, grade books, student work and lesson logs

Principals often provide support instructional programs and activities by giving a model

of the expected behaviors, engaging in workforce development. Moreover, they steadily

prioritize instructional concerns on a daily basis. They usually strive to secure instructional time

by removing issues that would detract teachers from their instructional responsibilities.

INSTRUCTIONAL LEADERSHIP 4

Furthermore, principals in the operational institution are involved in instruction and work to avail

resources that keep tutors focused on student accomplishment in education.

Improving Instructional Proficiency by Instructional Leadership

To meet the challenges related to national and state expectations, principals should focus

on teaching and learning—especially regarding measurable student progress—to a higher degree.

Consequently, today's principals focus on building a vision for their institutions, distributing

leadership with teachers, and inspiring schools to function as learning communities.

Accomplishing these necessary school improvement efforts needs gathering and assessing data

to determine needs, and observing instruction and curriculum to figure out if the identified needs

are attended. This chapter reviews existing research linked to instructional leadership and

methods, principals use to exhibit and connect that leadership to meet their school goals. In

particular, it will emphasize the following goals:

(i) Building and withstanding a school vision

(ii) Sharing leadership

(iii)Leading a learning community

(iv) Using data to make instructional choices

(v) Monitoring curriculum and instruction

Obviously, multiple role prospects exist for school leaders. All schools require principals

to practice their roles as instructional leaders who safeguard the quality of instruction. Thus,

there is a must to spend time in classrooms scrutinizing the process of teaching and learning

while also balancing other needs such as student wellbeing and parent relationships. Fulfilling

these multiple tasks well requires principals to have an inner compass that always points them

INSTRUCTIONAL LEADERSHIP 5

toward the future interests of the school, never missing the sight of their schools' visions,

missions, and goals.

Effective principals know that it is vital to establish clear learning goals and garner

school-wide—and even community wide— a commitment to these goals. The progress of a clear

vision and goals for learning is stressed by principals of high-performing schools. They hold

high hopes that teachers and students will meet these targets and hold themselves answerable to

the success of the school. These principals provide open support for teachers and are viewed as

possessing the skill to foster positive interpersonal relationships. They protect instructional time

by reducing loudspeaker announcements and organizing, building maintenance to reduce

disruptions. They guarantee that student development is monitored through the frequent

aggregation and disaggregation of pupil’s performance data that are directly linked to the

school's mission and goals. Principals of high-achieving schools are certain that they will achieve

their vision and goals despite challenges and hold ups and, thus, act as role models for Students

and staff. When significant achievements are met, those successful results rejoice.

Application of Instructional Leadership in Schools within Saudi Arabia

To ensure the success of students in their endeavors the school leadership should always

possess skills and knowledge that will enable them fully assess the performance of the teacher.

This aspect will even allow the head to know effective and ineffective teachers. This trait enables

the students to gain a quality education that will consequently assist them. Weak instructions will

be quickly noted and relevant action is taken. Studies in the Saudi Arabian Schools on the impact

of Instructional Leadership on Student performance indicate that effective instructional

leadership enables:

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(i) Students and teachers to follow a common curriculum framework by promoting a

coherence instructional system.

(ii) Students to steer the school curriculum and even prioritize staff development

(iii)Teachers to implement the learning institution instructions effectively and moreover

monitor the instructions.

(iv) Stakeholder in a learning institution to share an in-depth knowledge of instructions with

each other.

(v) The students to have model behaviors of what the society expects them to be.

(vi) The teachers to have proper monitoring of the school curriculum and ensure that all the

standards have been fulfilled

(vii) Effective principals possess knowledge of the curriculum and good instructional

practices and, subsequently, focus their attention in their schools on curriculum and

instruction

(viii) Teachers and students to support each other through conversations and keen

observations

(ix) Teachers utilize adequate time in classrooms to effectively coordinate curriculum

implementation and quality instructional practices

(x) Students and students to use the learning institutions as a vehicle for improvement and

professional growth.

Tradition Islamic education trains Saudi boys to become participants of the Ulema

(religious clergy). The religious secondary school syllabus includes the secondary general

education, but mainly focuses mainly on Islamic and Arabic studies. Religious secondary schools

are governed by Imam Muhammad bin Saud Islamic University in conjunction with the Islamic

INSTRUCTIONAL LEADERSHIP 7

University of Medina. These schools, along with religious ones, parallel the secular system.

These are secular, western-oriented schools established after World War II. However, a bigger

part of the new curriculum majors mainly on religion which is the understanding of the Quran,

memorization, its interpretation and the application of Islamic belief and traditions to everyday

life. Religion is also part of University Education and it is compulsory for all students. There are

also two Universities (mentioned above) which deals primarily with religious studies.

The total expenditure for higher education (Women’s colleges, Universities and the

Ministry of Higher Education) was estimated to be US$2.5 billion in 1985 (IBEAHEEM,

ELAWADY & RAGMOUN, 2018). This amount is about 3.6% of the total Saudi Arabia Budget

and 34% percent of the total education budget.

Usually, an instructional leadership environment will comprise of a vigorous moral

objective solely focused On:

(i) Fostering in-depth student learning,

(ii) Professional review of the classroom work

(iii)Advocating for trusting relationships with various learning institutions

(iv) Pursuing proof in action.

Effective instructional leadership will often require awareness of normal managerial

functions involved

(i) Overseeing any considerable institution.

(ii) Development of a secure and conducive learning environment

(iii) Efficient control those students who may be in need

(iv) Recognizing teachers who are doing it right in the learning environments

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(v) Giving them emotional support and guidance

Instructional and educational require more than a spot on a hierarchical institutional

chart. The practice and quality of such leadership at each level have a demonstrable effect on

institutional health in general and on student achievement in particular

To improve proficiency in learning students, various pillars need to be incorporated into

the system. One of the success factors of efficiency in students is their relationship with the

teachers. As students are often deemed to be the future leaders, they are bound to wear many hats

by the many situations they may be in. This is often described as the balancing act where they

should be proficient in such areas by being able to move from one role to another.

Instructional leadership involves some skills which are essential to the success of any

practical leader in learning institutions. Some of the leadership skills may include:

a. Always being visible and accessible

Instructional leadership trait in students, assists them in focusing on objectives, modelling

the learning behaviors and most importantly leading by example. They have hence to ensure that

their availability is felt by others and should be positive and vibrant in most of the times. This

plays a very significant role in ensuring that the students remain solely focused on meeting the

objectives which have been set.

b. Efficient communication skills

Having interpersonal skills plays an essential role in promoting instructional leadership.

Excellent communicators are often able to communicate their views on education, for instance

INSTRUCTIONAL LEADERSHIP 9

encouraging the students on the need of taking education wisely. This enhances the student-

teacher relationship and greatly improves the learning environment.

c. Effective use of resources

Leaders should always ensure that they fully understand both the weaknesses and

strengths of the departments’ members. They should at all times be ready to provide specific

resources that would benefit the member of the various departments within the learning

institutions. Student leaders should also lead the other students in appreciating the teachers who

play a great role in transforming their lives. This prepare them in becoming responsible people

within the society in the future.

Several recent research studies have revealed that learning institutions leaders, create a

great impact on most of the student learning (Leithwood & Seashore-Louis, 2011; Robinson,

2011). A study conducted by Vivian Robinson in 2011 by analyzing 30 studies which inspected

the outcome of educational leadership on student studies. The analyses of the learning identified

several varying leadership traits that made a noteworthy variance in student learning.

Leadership Practice

Effect

Size

Instituting objectives and expectations

0.42

Strategic resourcing

0.31

INSTRUCTIONAL LEADERSHIP 10

Leadership Practice

Effect

Size

Guaranteeing effective and quality teaching

0.42

Promoting learning and development by teachers

0.84

Maintaining an orderly and secure environment

0.27

(Şişman, 2016)

Normally the noted leadership dimensions and practices inform the leader where to put

their focus to create an impact on the process of student learning. On the other hand, these

aspects reveal very minimal about the dispositions, skills and knowledge that may be needed to

create dimensions or the practices of work (Leithwood & Wahlstrom, 2008)

Robinson challenges the existence of the three capabilities which may be needed to

engross in these actions:

(i) The capability to adopt a pertinent kill within a leader’s exercise

(ii) The capability to unravel complex glitches.

(iii) The capability to the method of conviction which is needed for performing the

complicated tasks of enhancing and strengthening both the aspect of teaching and

teacher learning in general.

Additionally, Helen Timperley disagrees with the consent that in case the principals lead

the lead the teacher learning and educational development they must have a substantial

INSTRUCTIONAL LEADERSHIP 11

understanding of the teachers. They need to just understand what their teachers already

comprehend and do well and times when teachers need to learn. Moreover, they should also

learn and do what creates a difference between a teacher and a student learning. Principals learn

to act as lead teachers in learning and development when they, by themselves, commence a

process of sequences of inquiry for leadership learning (Şişman, 2016). This will, in the end, be

passed to the students who will have been equipped with the necessary skills in future.

The functions of any instructional leader are often expanded to include a deviation from

the just the aspect of management. It should put a more emphatic shift to the aspect of leadership

rather than pure administration. For this to be successful, it is of utter importance to include a

redefinition of the roles attributed to the instructional leader. A mere manager with however

strong ideas and opinions he may possess will not be enough to ensure the success of the

students and the institution at large. Moreover, the blockades to this type of leadership should be

immediately removed. This can be done by dropping the emphasis on bureaucratic procedures

and structures and consequently reinventing the learning relationship (Friesen, 2018).

The varying functions of the leaders in the learning institutions as an instructional leader

has for a time been illustrated as one which should emphasize developing a significant

community of learners. It should also be shared in decision-making and, in a sense, getting back

to basics. It must necessitate

(i) An aspect of time leverage

(ii) The support of ongoing professional development for staff members,

(iii) Creation of an integral and effective climate

INSTRUCTIONAL LEADERSHIP 12

(iv) Development of a support a universal educational game plan by use of available

resources

(v) Creation of opportunity for inquiry and enhancement.

Conclusion

For the instructional leaders to entirely survive in the functions related to managerial,

they will have to work to unshackle themselves from being stalled in the inflexible attributes of

teaching. Consequently, they are forced to enhance their endeavors in enhancing the teaching

techniques. Perfection in instructional techniques is a goal which is notably worth seeking. If it is

successfully applied, both the instructional teaching and learning will permit the learners as well

as the leaders to develop a more significant in a conducive environment. Ultimately, it will allow

them to fully be in control of their future.

Instructional leadership is essential in encouraging students to gain relevant skills needed

to cope with various challenges in life; whether in school and even after formal education. This

makes them to be responsible people in the society and can be able to make independent

decisions.

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References

Shaked, H., Glanz, J., & Gross, Z. (2018). Gender differences in instructional leadership: how

male and female principals perform their instructional leadership role. School Leadership

& Management, 1-18.

Retrieved from http://dx.doi.org/10.1080/13632434.2018.1427569

Four Instructional Leadership Skills Principals Need. (2018). Concordia University-Portland.

Retrieved 25 March 2018, from

Retrieved from https://education.cu-portland.edu/blog/leaders-link/four-instructional-

leadership-skills-principals-need/

Bush, T. (2015). Understanding instructional leadership. Educational Management

Administration & Leadership, 43(4), 487-489.

Retrieved from http://dx.doi.org/10.1177/1741143215577035

Şişman, M. (2016). Factors Related to Instructional Leadership Perception and Effect of

Instructional Leadership on Organizational Variables: A Meta-Analysis. Educational

Sciences: Theory & Practice, 16(5).

Retrieved from http://dx.doi.org/10.12738/estp.2016.5.0172

Friesen, S. (2018). What is Instructional Leadership?. Focus on Inquiry. Retrieved 25 March

2018, from

Retrieved from https://inquiry.galileo.org/ch6/instructional-leadership/what-is-instructional-

leadership/

INSTRUCTIONAL LEADERSHIP 14

IBEAHEEM, H., ELAWADY, S., & RAGMOUN, W. (2018). Saudi Universities and higher

education skills on Saudi Arabia. International Journal Of Higher Education

Management, 04(02).

Retrieved from http://dx.doi.org/10.24052/ijhem/v04n02/art05

Leithwood, K., & Wahlstrom, K. (2008). Linking Leadership to Student Learning:

Introduction. Educational Administration Quarterly, 44(4), 455-457.

Retrieved from http://dx.doi.org/10.1177/0013161x08321495

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