Measure the Relationship between Instructional Leadership and Professional Development of Teachers

Abstract

Instructional leadership is a key component in fostering teachers’ professional development and enhancing student learning outcomes. Good leadership fosters a supportive learning environment in schools that promotes ongoing professional growth of teachers and creative teaching practices. The purpose of the study was to measure the relationship between instructional leadership and professional development of teachers. A correlational research design was used to measure the relationship. A multistage sampling process was used to select the sample. The sample of the study was 1214 public secondary school teachers. Data were collected through two valid and reliable instruments. Instructional Leadership Questionnaire (ILQ) developed by Akram et al. (2017) with the overall reliability values ranged from 0.78 to 0.87. The Self-Professional Development Questionnaire (SPDQ) developed by the researcher with a five-point Likert scale. The reliability values ranged from 0.90 to 0.85 with 37 items. The collected data were analyzed by descriptive statistics, correlation, and regression analysis. Findings disclosed that instructional leadership showed strong positive correlation with professional development (r = .755, p < .01). The R-value of 0.767 indicates a moderate to strong correlation between the variables, and the R² value of 0.573 suggests that approximately 58.8% of the variance in PD can be explained by IL. Overall, these results indicate a significant positive relationship between IL and PD, with IL explaining a substantial portion of the variation in PD. These findings will contribute to the previous literature. This study indicates practical implications for school and district administration; they can improve teachers’ professional growth by prioritizing the best performance of instructional leaders.