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Kumari, H. M. Lalitha
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A Study on Instructional Leadership Roles by Principals in Type 1AB and Type 1C Schools in Sri Lanka Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 6 No. 1 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i1.3877

Abstract

The main purpose of this study was to examine how principals engage in instructional leadership roles in Type 1AB and Type C schools in Sri Lanka. The objectives of this study were to find out what kind of instructional leadership roles do principals in secondary schools in Sri Lanka play in promoting the education of students and upgrading the pedagogy of teachers, Identify how do teachers perceive leadership roles of principals in different categories of secondary schools in Sri Lanka and to find out what problems principals face when engaging in instructional leadership roles in secondary schools. The study was carried out in association with two hundred sample units of teacher and six school principals targeting to answer the research questions that were built. A mixed method approach was adopted. A questionnaire and interview schedules were used as data collection instruments. The data collected through the questionnaire were presented by using percentages and tables. The data collected through the interviews were analyzed by using thematic analysis. The findings revealed that a significant number of teachers (88%) in Type 1AB schools have positive perceptions about the instructional leadership roles principals engage in their schools. Also the findings indicated that the principals of type 1AB schools perform instructional leadership roles at a satisfactory level. However, the principals of 1-C schools do not perform instructional leadership roles at a satisfactory level due to the major challenge of having engaged in general administration roles than instructional leadership roles. It further revealed from this study that educational standards of the students in 1AB schools are higher than the educational achievements of students in Type 1-C schools. The study further revealed that the opportunities available for principals to acquire leadership training at an appropriate stage in their career are limited. It is, therefore, recommended that, the principals must be trained at an appropriate stage of their carrer in order for them to provide facilities for teachers professional development.
Factors Affected to Poor Attendance of Advance Level Students Wickramanayake, Roshani; Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 6 No. 1 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i1.3950

Abstract

The purpose of this research was to study the factors that affect for poor attendance of Advance Level students in 1AB schools. The study was focused to get an insight idea on school related factors for students’ poor attendance and family related factors that caused for school absenteeism. Concurrent mix methodology was followed and the data was collected by survey questionnaires and by interviews. The questionnaires were given both students and parents who selected randomly for the samples. The survey samples were consisted of 92 Advance Level students and 46 of their parents. 8 Advance Level class teachers were selected purposively for interviews. Survey data was analyzed by descriptive statistical methods using tables, graphs and percentages and interview data was analyzed by thematic analysis. The study divulged the major school related factors that caused for school absenteeism as; unsuitable teaching methods, lack of school facilities and lack of enthusiasm for schooling. Other than that heavy work load, writing lesson notes, and non-conduct of practical tests were also caused in minor level. And also, parents’ income, lack of parents’ attention, helping to parents, failure to accept parental advices and educational level of parents were found out as major family related factors that caused for absenteeism. Look after younger siblings and broken families were also found out as the factors that caused for absenteeism in minor level.
Relationship between Instructional Supervision and Teachers’ Job Satisfaction Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 6 No. 3 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i3.4206

Abstract

The main purpose of this study was to find out the extent to which instructional supervision by internal supervisory teams’ was associated to teachers’’ job satisfaction. In order to achieve the purpose three specific objectives were guided; find out demographic characteristics of the secondary teachers, identify supervisory practices used by school internal supervisory teams particularly during the COVID 19 Pandemic and describe relationships between components of supervision and teachers’ job satisfaction. The study was carried out in association with three hundred sample units of secondary level teacher targeting to answer the research questions that were built. An online survey method was adopted in this study. A Google form questionnaire was used as data collection instruments. The data collected through the google form were presented by using percentages, tables and graphs, standard deviation and correlation coefficient. Results revealed that more than 78% percent of secondary level teachers’ instruction was not observed by their internal supervisory teams during year 2020 to 2021. In addition, a significant number of secondary level teachers (90%) had not participated in pre-observation conference and post observation conference with their supervisory teams. It was concluded that a significant number of secondary level teachers in Sri Lanka were neither supervised nor evaluated during COVID 19 Pandemic. Further, it was found that the most important components of supervision which included instructional observation, pre-observation conference and post-observation conference, assistance from supervisory teams in terms of lesson planning were not useful factors of secondary level teachers’ job satisfaction. It is, therefore, recommended that, the school principals must motivate their internal supervisory teams in order to adopt alternative methodologies such as online instructional supervisory approach particularly during a pandemic situation.
The Impact of Leadership Styles of School Principals on Teacher Performance Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 6 No. 7 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i7.4586

Abstract

The purpose of this study was to investigate the impact of principals’ leadership styles on teacher performance in secondary schools in Colombo District Sri Lanka. The objectives of this study were to identify the leadership styles used by secondary school principals, find out level of teachers’ performance and explore the impact of principals leadership styles on teacher performance. The study was carried out in association with two hundred and fifty (250) sample units of secondary level teachers. Simple random sampling was used to select the sample. This research was quantitative in nature and the descriptive survey design was employed. A questionnaire was used as data collection instruments. The data analysis was done using Statistical Package for Social Sciences (SPSS) and presented using frequency, percentage, mean value, standard deviation, tables and graphs. Results revealed that there are two types of leadership styles of school principals, namely democratic and transformational leadership styles which have significant impact on teacher performance. Further, it was revealed from this study that more than 80% of secondary level principals use democratic and transformational leadership styles in their schools. In addition, 95% of teachers had positive perception on principals’’ leadership styles. Further it was found that there is a positive relationship between principals’ leadership styles and teacher performance. The study concluded that a significant number of secondary level teachers in Colombo District have positive perception about principals leadership styles. It is, therefore, recommended that, the school principals should use democratic and transformational leadership styles in order to increase work performance of teachers.
Principals Instructional Leadership Role: The Case of International Schools in Sri Lanka Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 6 No. 7 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i7.4649

Abstract

This study examines the instructional leadership (IL) role of international school principals in Sri Lanka. The main aim of this study was to identyfy how do principal’s play instructional leadership roles as instructional leader in international schools. The objevtives of the study were to find out principal’s role as instructional leader in international schools and to identify what activities principals engage in promoting the education of students and upgrading the pedagogy of teachers in international schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interviews and focused group discussions were used as data collecting tools. As the study sample three principals, and nine teachers were selected using purposive sampling for interviews and group discussion. The study found that all principals in the sample success to balance their general administrative responsibilities and instructional leadership roles. All the principals in the sample mentioned that they implement innovative methodologies to promote the education of students and upgrading the pedagogy of teachers. The study further found that principals pay a significsnt attention on teachers professional devlopment, provision of instructional materials and incentives for teaching and learning by international schools principals as instructional leaders. It was further found that principals in international schools face difficulties in terms of retention of qualified trained teachers as a significant number of teachers (nearly 30%) are leaving the country. Therefore it is recommended that the international school principals need to be taken immediate action in order to retain qualified experienced teachers in their schools.
Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 5 No. 8 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i8.3433

Abstract

This study examined how principals engage in instructional supervision in Type 1C and Type 2 schools in Sri Lanka. Three research questions guided the study to a rational conclusion. Mixed-Method was adopted in the study to triangulate data. Both questionnaire and semi-structured interview schedules were used to collect relevant data from 150 teachers, 8 principals and 8 sectional heads in 8 selected Type 1C and Type 2 schools using the simple random sampling techniques. Tables, percentages and graphs were used to analyze quantitative data and the qualitative data were analyzed using thematic analysis. The findings revealed that all the principals in Type 1C and Type 2 schools in the Gampaha District have positive perceptions about the role of instructional supervision and have formed an instructional supervisory team including the principal. However, the study revealed that the majority of principals in Type 1C and Type 2 schools do not engage in the role of instructional supervision. The study further revealed that the existing internal supervisory team engage in instructional supervision role rarely and do not conduct post observational discussions which facilitate teachers to identify their strength and the areas that need further improvement. It is recommended that, the principals need to carry out adequate instructional supervision of teachers to improve their pedagogical skills and professional development.
Principals Distributed Leadership Practices and its’ Impact on Teaching and Learning in Type 1AB and Type 1C Schools in the Colombo District Sri Lanka Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 5 No. 9 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i9.3454

Abstract

Distributed leadership has been identified as one of the most important leadership practices in terms of enhancing quality of teaching and learning since it involves many members of the school. The main purpose of distributed leadership is to create secondary level leaders within the school and thus give more opportunities for teachers to improve their leadership skills. This study focused on investigating the distributed leadership practices and its impact on teaching and learning in type 1AB and type 1C schools in Sri Lanka. The objectives of this study were to identify how principals and teachers understand the concept of distributed leadership; how distributed leadership practices enhance teaching and learning; and what challenges principals and teachers face when devolving and practicing leadership responsibilities in their schools. Altogether 10 schools, 10 principals, 10 sectional heads and 200 teachers were selected for the study. Both questionnaires and semi-structured interviews were used to gather necessary data. The findings revealed that all the principals and a significant number of teachers in the type 1AB and type 1C schools fully understood the concept of distributed leadership and have linked with teaching and learning. The study further revealed that the distributed leadership practices contributed to enhance quality of teaching and learning in both types schools to some extent. However, it was revealed from this study that a significant number of teachers reluctant to undertake leadership responsibilities and hence principals in both types schools face challenges when devolving leadership responsibilities among the staff.
The Potential of Sri Lankan Teacher in Managing Online Classroom Wickramanayake, Roshani; Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 5 No. 11 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i11.3685

Abstract

The purpose of this empirical research was to examine how the Sri Lankan teachers manage their online classrooms. Three research questions were used to guide the study to a rational conclusion. Accordingly, the study was focused to get an insight idea on how teachers manage physical and digital resources and human resource in their online classrooms and the problems that the teachers face during their online teaching. Sequential mixed methodology was followed for the data triangulation which quantitative data was collected and analyzed first, followed by qualitative data. A survey was administered for the first phase while semi-structured interviews and online classroom observations were implemented for the second phase to obtain data from 205 teachers in 10 selected 1AB and 1C schools. Quantitative data was analyzed by descriptive and inferential statistical methods using tables, graphs and percentages while qualitative data was analyzed using thematic analysis. The study revealed that 55.5% of teachers effectively manage physical and digital resources in online classrooms and 52.5% manage human resource. The research further revealed that many teachers had problems in managing online classrooms due to low student participation and non-continuity of internet signals. Also, the univariate analysis conducted through the research revealed that the type of school affects the physical and digital resources and human resource management in the online classrooms and it does not vary according to the education zone. Accordingly, it was unveiled that the school has a significant impact on the emergence of the teacher's management ability.
Sri Lankan Teachers’ Online Classroom Management Abilities by School Type and Grade Section Wickramanayake, Roshani; Kumari, H. M. Lalitha
International Journal on Integrated Education Vol. 5 No. 12 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i12.3843

Abstract

The purpose of this research was to study the potential of Sri Lankan teachers to manage their online classrooms. The study was focused to get an insight idea on how teachers manage time in their online classrooms, how teachers’ online classroom management ability varies by school type and how teachers’ online classroom management ability varies by grade section. Explanatory sequential mixed methodology was followed for the data triangulation. In the first phase of the study, quantitative data was collected by a survey questionnaire and analyzed before collecting the data in second phase. The second phase was followed based on the first phase results and the qualitative data was collected by semi-structured interviews and online classroom observations. The sample for the first phase was consisted of randomly selected 205 teachers in 10 selected 1AB and 1C schools and the second phase samples was purposively selected 10 teachers. Quantitative data was analyzed by descriptive statistical methods using tables, graphs and percentages while qualitative data was analyzed using thematic analysis. The study divulged that 66% of teachers managed time effectively in online classrooms while the teachers of 1AB schools are ahead of the teachers of 1C schools when managing the time in online classrooms. The study further revealed that the teachers of the Mathematics section showed the highest online classroom management skills comparatively to the other sections and teachers of the Commerce section showed the least online classroom management skills.
Co-Authors Wickramanayake, Roshani