THE INFLUENCE OF PRINCIPALS' INSTRUCTIONAL LEADERSHIP ON THE PROFESSIONAL PERFORMANCE OF TEACHERS
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This systematic literature review examines the intricate relationship between principals' instructional leadership practices and teacher work performance. Drawing on a comprehensive synthesis of existing research, the study identifies key themes that underscore the crucial role of instructional leadership in shaping the educational landscape. The establishment of clear instructional goals emerges as foundational, revealing a consistent positive correlation between visionary leadership and enhanced teacher work performance. Additionally, the impact of active monitoring, constructive feedback, and support for ongoing professional development is evident in fostering a culture of continuous improvement and positively influencing teacher efficacy. A collaborative professional learning environment, cultivated by instructional leaders, emerges as a catalyst for improved teacher work performance. Opportunities for collaborative learning, knowledge sharing, and ongoing professional development contribute to a positive school culture and a shared responsibility for student success. Furthermore, the review emphasizes the broader implications of instructional leadership on teacher morale and job satisfaction, demonstrating its pivotal role in not only enhancing performance outcomes but also in fostering the overall well-being and sustained commitment of the teaching workforce. This study provides actionable insights for educational leaders, policymakers, and practitioners seeking to optimize instructional leadership strategies, ultimately contributing to an environment conducive to enhanced teacher performance, professional growth, and overall well-being in educational institutions.
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