Principals' practices of instructional leadership towards teachers' commitment and performance in Maldives

Abstract

This study aimed to examine the impact of Maldivian school principals' instructional leadership practices on teacher commitment and performance. By addressing a key research gap, it explored how instructional leadership influences both factors, particularly within the Maldivian context. Given the country's unique characteristics, the study seeks to offer valuable insights into effective leadership practices that can enhance educational outcomes in the region. The study employed a quantitative cross-sectional survey method, collecting data from 396 teachers across eight schools in Malé, the capital of the Maldives. A structured questionnaire measured teachers' perceptions using 59 items rated on a 5-point Likert scale, assessing three key variables. Principals’ instructional leadership was evaluated using the Principal Instructional Management Rating Scale (Hallinger & Murphy, 1985), teacher commitment was measured through the Three-Component Model of Employee Commitment Survey (Meyer & Allen, 2004), and teacher performance was assessed using the Teacher Job Performance Questionnaire (Atsebeha, 2016). Data analysis involved descriptive statistics, followed by an exploratory factor analysis and a confirmatory factor analysis, which confirmed that both the measurement models and the full structural model fit the data collected from Maldivian teachers. Additionally, the analysis provided evidence of convergent and discriminant validity, as well as composite reliability, demonstrating the adequacy of all measurement models. The descriptive statistics indicated that the mean score for principals’ instructional leadership (PIL) was high (M = 3.9063), while both teacher commitment (TC) (M = 4.0503) and teacher performance (TP) (M = 4.3785) were very high. Regarding the evaluation of the measurement model, the hypothesized model demonstrated a strong fit with the empirical data. Hypothesis testing revealed that Maldivian principals' instructional leadership practices had a significant impact on teacher commitment (β = 0.459) and teacher performance (β = 0.382). Additionally, the results indicated that teachers' demographic characteristics had no significant effect on their perception of principals' instructional leadership practices. This study contributes both theoretically and practically to understanding the impact of instructional leadership on teacher performance and commitment, particularly in the Maldivian context. It recommends that policymakers implement ongoing training programs for principals, while school administrators prioritize teacher motivation. Additionally, teachers should receive specialized training, and schools should establish effective communication channels with parents to enhance student learning outcomes.