“SKILLED AND MORAL LEADERS” A CAUSAL MODEL OF INSTRUCTIONAL LEADERSHIP OF ASPIRING SCHOOL LEADERS
DOI:
https://doi.org/10.14456/nrru-rdi.2021.72Keywords:
instructional leadership, administration self-efficacy, moral valueAbstract
Educational administrators need to be both skilled and moral leaders. This research had three main objectives, they were 1) to compare the level of instructional leadership, administration self-efficacy and moral value of aspiring school leaders, 2) to develop and validate a causal model of instructional leadership, and 3) to examine the causal effects of administration self-efficacy and moral value on instructional leadership. The research sample included 215 aspiring school leaders. Data were collected using convenience sampling. This research used a 5-point Likert scale questionnaire which reliability was 0.80. Managing the instructional program was viewed by the research participants as the most important dimension of instructional leadership. The research participants who preferred administration to teaching reported a higher level of all 3 dimensions of instructional leadership than those who thought otherwise. The research’s causal model revealed that a structural equation model fit to the sample data (c2=4.33, p=0.50, CFI=1.00, SRMR=0.03, RMSEA=0.00) with administration self-efficacy and moral value as predictors, and instructional leadership as the outcome variable. The model accounted for 9% of variance in instructional leadership. This research concluded both administrative skills and moral value should be embedded across educational administration programs, so a new crop of school leaders may become a role model.
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