BI TAHU TAJUK/ PENGARANG VARIABLE KAJIAN DAPATAN CATATAN

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1 2020 Emotional intelligence 1) Emotional intelligence 1)One of interesting finding from the WEIS model is that teacher in this
can make a difference: 2) Instructional leadership study gave comparatively higher rating to their principals’
The impact of 3) Teachers’ instructional competencies, including understanding their own emotions and
principals’ emotional strategy regulating these emotion.
intelligence on teaching 2)The teachers in this study might consider that their school principle
strategy mediated by H1: There is a relationship from need to work more on understanding their staffs emotions and an
instructional leadership principals EI to their instructional using emotional strategies to manage the relationship and reduce
leadership professional distance from their staff.
Junjun Chen & Wei Guo H2: There is a relationship from 3) The PIMRS model revealed that teachers precieved that their
principals’ instructional principals put great value on managing instructional program and
Educational leadership to their teachers’ defining school mission but less value on developing a positive school
Management instructional strategy learning climate. The large effect sizes indicated statistically
Admnistration & H3: There is a relationship from significant differences between them.
Leadership 2020 principals EI to their teachers’ 4) The result revealed that all four dimensions of EI emerged as key
Vol.48 (1) 82-105 instructional strategy mediated emotional compenent to support the work of principals as
by principals’ instructional instructional leader.
leadership 5) One of the striking finding is that principals were perceived to
develop a positive school climate without considering other’s
Sample: 534 primary teacher emotion appraisal, despite involving the other threecompetencies
from 54 primary schools in of emotional intelligence. Teachers gave the lowerst rating to the
China. dimension of developing a positive school climate.
2 2013 The influence of 1) Instructional leadership 1) The structional equation model of instructional leadership of
instructional leadership of school administrator school administrators affecting school effectiveness was fitted
of school 2) School effectiveness with empirical data.
administrators on 2) Instructional leadership had direct, indirect and total effect on
school effectiveness Sample: 270 school school effectiveness.
3) Measurement of invariance between new administrators and
Ritthirong Setwong highly experienced adminisrators showed a non-significant chi-
Thanomwan square statistic and good practical value, indicating a one model
Prasertcharoensuk for both group.

4th International
Conference on New
Horizons in Education
3 2012 Assessing and
Developing
 Instructional Leadership
in School

A Data-Driven Approach
to Assess and Develop
Instructional Leadership
with the PIMRS

Philip Hallinger
2019 Teachers’ Perceptions 1) Instructional Leadership 1) A moderate level of perception of instructional leadership
of Principals’ 2) Teacher Perception function related to defining the school mission
Instructional Leadership 2) A moderate level of perception of function related to managing
Roles and Practises instructional program
3) No relationship between gender and the perceptionof
Jurnal Pendidikan instructional leadership
Malaysia 44(2) (2019):
72-83

Simin Ghavifekr
Omaymah Radwan
Joseph M Velarde
2018 Instructional Leadership
Practice Among
Headmaster in the
Southern Region of
Malaysia

The Journal of Social

Sciences Research

Roslizam Hassan
Jamilah Ahmad
Yusof Boon

Universiti Teknologi
Malaysia

REKOD BACAAN JURNAL