The Needs Assessment to Enhance Instructional Leadership of Administrators in Small and Medium Primary Schools

Abstract

           The leadership in teaching and learning of school administrators is one of the factors that affects the quality of education, which is articulated through the communication of vision and strategies of the school, monitoring the quality of curriculum and teaching, and creating and distributing shared leadership. It is revealed that the leadership in teaching and learning appears in the curriculum of the development of government teachers before taking the position of school director. However, the results of educational reform found that school administrators have slightly higher leadership in teaching and learning. Therefore, it can be inferred that the development of leadership in teaching and learning of school administrators may not be to the point or incomplete. Therefore, the purpose of this research study is to 1) study the components of the leadership in teaching and learning of school administrators, 2) rank the components using the index of the order of importance of necessity, which includes an example of research, namely, directors and deputy directors of medium and small primary schools under the Office of the Basic Education Commission, totaling 210 people, from determining the sample size with the G*Power program and using Multi-stage Random Sampling. The tool used in the research is a 5-level Likert scale questionnaire, with a reliability value (Cronbach's Alpha) of .994. The statistics used are arithmetic mean, standard deviation, the index of the order of importance of necessity (PNI_modified), t-test, and Correlation Coefficient. The research results are summarized as follows: 1) The leadership in teaching and learning of school administrators consists of 3 components, namely 1. The ability to define the vision of the school that focuses on the quality of curriculum and teaching, 2. The ability to drive strategy by supervising the curriculum and teaching, and 3. The ability to distribute leadership, create shared leadership in the development of teaching and learning. 2) The order of necessity for development from the most necessary is component 2 (PNI_modified = 0.40), followed by component 3 (PNI_modified = 0.36), and component 1 (PNI_modified = 0.30) respectively. It appears that component 2, the ability to drive strategy with supervision of curriculum and teaching, is the most necessary for development and should be in the form of a concrete curriculum or professional development process.