Principals’ Instructional Leadership on Teachers’ Instructional Practices in Rural Primary Schools in Sirajganj, Bangladesh

Dados Bibliográficos

ID22006194
AutoresMd Mirajur Rhaman Shaoan (0000-0002-4632-249X, Southwest University, autor correspondente)
Ano2026
Volume16
Fascículo1
Data de publicação2026-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSAGE Open (JOURNAL)
Identificadores do periódicoISSN: 2158-2440 • E-ISSN: 2158-2440
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440261417006
OpenAlexW7126180578
IdiomaEN
Referências citadas44

In Bangladesh’s increasingly complex rural schools in Sirajganj district, there is a heightened focus on instructional leadership as a strategy for enhancing teachers’ instructional practices. This study employs Hallinger’s educational management and leadership framework to investigate the influence of principals’ instructional leadership on teachers’ instructional practices in rural Sirajganj District, Bangladesh. Hallinger’s framework emphasizes the principal’s responsibility in fostering collaboration with teachers to improve educational outcomes. The study adopted a descriptive quantitative design, utilizing two standardized survey instruments: the NETSA (National Educational Technology Standards for Administrators) survey for principals and the TAILS (Teaching and Learning International Survey) questionnaire for teachers. Fourteen principals and 175 teachers from 15 randomly selected rural schools in Sirajganj participated in the study. The research applied a range of statistical analyses using SPSS version 29.0, including ANOVA, independent-sample t-tests, correlation analysis, and descriptive statistics. These analyses assessed the association between principals’ instructional leadership and teachers’ instructional practices. Results indicated a significant positive relationship on teachers, as demonstrated by improvement in classroom management, assessment techniques, time allocation for instruction, and feedback provision. These findings extend prior research by offering a comprehensive perspective on the way principals’ instructional leadership shapes teachers’ psychological processes, instructional methods, and job satisfaction. However, the study is subject to certain limitations, including its sample size and the generalizability of the findings to other regions. To address this limitation, the study could suggest that future work replicate this study using mixed-methods or longitudinal approaches in other regions of Bangladesh

Descriptive statistics · Educational leadership · Focus group · Generalizability theory · Instructional design · Instructional leadership · Creative Drama in Education · E-Learning and COVID-19 · Teacher Education and Leadership Studies