Components and Indicators of Instructional Leadership in the 21st Century of School Administrators under the Office of Basic Education Commissions in Northeastern Region

Abstract

The purposes of this research were as follows: 1) to study components and indicators of instructional leadership in the 21^st century for the Basic Education school principals under the Office of Basic Education Commission in the Northeastern, and 2) to assess the concurrent validity of components and indicators of instructional leadership in the 21^st century for the Basic Education school principals under the Office of Basic Education Commission in the Northeastern. Data were collected from a sample group of 890 school directors, obtained from, the 2-stage random sampling technique including the process of factor extraction and factor rotation by means of Varimax method. Data collected of components and indicators for assess the concurrent validity were statistically analyzed by mean score, standard deviation, and t-test for dependent samples. 

The research findings were as follows: 1) Components and indicators of instructional leadership  in the 21^st century for the Basic Education school principals under the Office of Basic Education Commission in the Northeastern included 4 components 73 indicators as (1) Promoting professional advancement in teachers through cooperation, vision, creativity, and communication; (2) Curriculum development through cooperation, vision, creativity, and communication; (3) Supervising and monitoring teachers' performance through cooperation, vision, creativity, and communication; and (4) participation of stakeholders. There was a cumulative percentage of the variance 66.44. 2) Analysis results assess the concurrent validity was found that the mean was overly inconsistent from every indicator level, with statistical significance at. 01. This could be confirmed that all 73 indicators were found to be accurate for all concurrent validity.