Date of Award

12-2016

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Educational Leadership

First Advisor

د . علي إبراهيم

Second Advisor

د.شيخة الطنيجي

Third Advisor

د. سلطان السويدي

Abstract

This study aims at identifying the perceptions of teachers in public schools in

Al Ain Educational Office about the frequency of principals’ practices of instructional leadership.

It also aims to discover the effect of gender on practicing instructional leadership. This quantitative study used Hallinger Principal Instructional Management Rating Scale (PIMRS). This scale consists of (71) subscales involving (11) dimensions in instructional leadership in its final Arabic form.

This study was been applied to (258) teachers from both genders. This study sample represents 43% of the study’s population. Results of this study indicates that: the first dimension, which is framing school goals, achieved the highest mean of (4.29) Meanwhile the seventh dimension, which is the continuous follow-up for school, achieved the lowest mean of (3.76) Results show that male teachers see that principals as applying more instructional leadership practices in ten dimensions more than female teachers. But teachers did not differ in their rating of the curriculum coordination dimension.

Based on these results, the researcher recommends the following:

Focusing on developing the instructional leadership dimensions which

were least practices such as: the follow-up of the school instructions

Dimension.

The importance of studying the effect of instructional leadership

Practices on the development of students and teachers’ performance.

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