The Model of Principal’s Instructional Leadership Realizing Meaningful Learning in Primary Schools
Keywords:
Teachers, principals, Instructional leadership, Meaningful Learning, Primary SchoolAbstract
This study explores how a school principal implements instructional leadership practices to realize meaningful learning at a primary school. A qualitative case study approach was employed, and the data were collected through semi-structured interviews. The participants include the school principal, four teachers, and four students. The data were analyzed qualitatively using the thematic analysis model proposed by Naeem and Ozuem, which involves selecting relevant statements, coding, identifying themes, and constructing a conceptual framework. To ensure the trustworthiness of the data, triangulation of sources was applied. The findings reveal that the principal’s instructional leadership is essential to realizing meaningful primary school learning. The instructional leadership model demonstrates a strong connection between a clear learning vision, the empowerment of teachers and school staff, openness to innovation, continuous supervision, and a positive learning environment supporting meaningful learning. The study contributes to the body of knowledge in instructional leadership, particularly in the context of primary education. It offers a practical model that can be used to support meaningful learning in schools.
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