Incorporating Principles of Instructional Leadership in Love Pedagogy towards School Excellence: Teachers Perspectives
Mohamad Johdi Salleh1*, Sharmin Jahan Mitul1
1 International Islamic University Malaysia (IIUM), Malaysia
*Corresponding Author: johdi@iium.edu.my Accepted: 15 December 2021 | Published: 31 December 2021
DOI:https://doi.org/10.55057/ijares.2021.3.4.11
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Abstract: This study seeks to examine school principals’ practice of incorporating instructional leadership principles in love pedagogy towards achieving school excellence from teachers’ perspectives. Love pedagogy is an approach to fuse sharing, caring, affection, wisdom, and, passion in achieving noble visions and missions of an organization or institution.
The Principal Instructional Management Rating Scale (PIMRS) on development; formulated, modified and adapted by Hallinger and Murphy (1985), Latip (2006), Hatta (2011) and McCarley, Peters, & Decman (2016) was used as the instrument for data collection specifically its survey questionnaire. The respondents were 328 educational leaders and teachers from various states in Malaysia. They were pursuing degree in Master of Education at the Kulliyyah of Education in IIUM. The findings of this study indicated that the leading practice of principals when incorporating instructional leadership principle towards school excellence was ‘Passionate in Developing Academic Standard’ with a mean of 5.1445 agreeing to this practice. This was then followed by ‘Sharing in Communicating School Goals’ achieved a mean of 5.1366 and ‘Caring in Supervising and Evaluating Instructions’ had a significant mean of 5.0073 agreed to the practice. This research hopes to provide useful discoveries to effectively assist school principals, educational leaders and teachers to improve performance of schools in order to achieve first class human capital who are excellent nationally and internationally as stipulated in the vision and mission of excellence school by the Ministry of Education Malaysia towards realization of the Malaysian Education Blueprint 2013-2025 and the Malaysia Development Plan 2030.
Keywords: love pedagogy, instructional leadership, school excellence
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1. Introduction
The love and care pedagogy is essential to be practiced by a principal in order to navigate teachers towards quality teaching, cultivate noble values, exert productive job commitment, and, build constructive professional proficiency. The love and care leadership of a principal has the power to inspire teachers to seek knowledge, formulate effective instructional approaches and develop self-competency towards school excellence. This approach is vital in developing an affectionate administration, a harmony working environment, and, an intimate interaction between the principal and teacher in a formal educational context. The principal’s main task is to lead and manage; however, with extra love, care, and attention; this would enhance a teacher’s holistic behavioural development, wisdom of action and excellent performance. The integration of a principal’s competent leadership and the professional love
pedagogy will promulgate excellence outcomes in achieving the prominent aspiration of the Malaysia Education Blueprint 2015-2025 and Malaysia Development Plan 2030.
2. Instructional Leadership Principles in Love Pedagogy
Every school leader has to immerse with the spirit of sacred love. Sacred love is to support growth and development in others and does not seek motifs for one’s own advantage. This caste of love must be present in a principal’s heart for his/her staff. A principal having this type of love will affect positively to the environment and security of the school as the leader has created a protective condition inside its surrounding. Love pedagogy in leadership will illustrate how a friendly, caring and warm administrative method could enhance the working competency of its force and school performance.
Cho (2005) cited in Mohamad Johdi and Che Noraini (2017), in a study of Lessons of love in Psychoanalysis and Teacher-student love in Educational Theory stated, the word love is used in an astounding array of situations to describe an enormous range of perspectives, emotions, feelings, and behaviours toward objects and people. Mohamad Johdi and Che Noraini (2017), love pedagogy implies that the teacher is sensitive to the emotional needs of their students, students’ relationships with others, their home environment and any special learning needs they might require.
Abdullah (2001) cited that God (Allah) is described in the Qur’an as “Wadood”, a superlative term for love which has been translated as “The Affectionate” or “One who is full of loving kindness”. In one verse [11:90], this divine attribute is connected with mercy and in the other [85:14], it is connected with forgiveness. This appears to show the inter-connectedness and interdependence of the attributes of love, mercy and forgiveness. Verses on these attributes appear in the Qur’an hundreds of times.
Al-Ghazali (2017) stated that love, longing, intimacy and contentment were the first treatise which established not merely the possibility but the necessity for the love of God. Al-Ghazali argues that all the virtues and spiritual stages that precede love, like repentance, patience and thankfulness, lead to love; and all the spiritual stages that follow on from love are a result of it.
Mohamad Johdi and Che Noraini (2017) and Sharmin (2019) synchronized love pedagogy at school setting into four categories namely attachment love, compassionate love, companionate love and sacred-holistic love. Many studies show that the roles of a principal as instructional leader have expanded during the past decade to include a larger focus on professional development, teachers’ competencies, and, effective teaching approaches to enhance school performance.
A study conducted by Mohamad Johdi and Che Noraini (2017) observed that the significant principles of Instructional Leadership which contributed to school excellence were Sharing in Communicating School Goals, Caring in Supervising and Evaluating Instruction, Affectionate in Provide Incentives for Learning, Wisdom in Monitoring Student Progress, and, Passionate in Developing Academic Standard. Owing to this fact, these principles are seized as the focus of this study and the details of each are discussed below.
2.1 Sharing in Communicating School Goals
Sharing in communicating school goals is one of the crucial roles of a principal as an instructional leader. Clear goals and high expectations of the school leader should be
widespread among the school community as such measure is one of the key characteristics of an effective school. A clearly defined purpose is necessary for any endeavor hoping for success.
Within the limits imposed by the common public-school philosophy, schools need to focus on the tasks they deem most important. This allows the school to direct its resources and shape its functioning towards the realization of those goals (Bear, Yang & Pasipanodya (2015).
This function is concerned with the predicaments of how a principal share and communicates his school’s goals to teachers, parents, and students with utmost priority. They need to ensure that the school’s ambitions are fundamentally important to being understood, discussed and reviewed by their staff periodically; during the school year. This is especially vital in the context of instructional, curricular, and budgetary decisions. Both formal communication such as goal statements, staff bulletins, articles in the principal or cite-council newsletter, curricular and staff meetings, parent and teacher conferences, school handbook, assemblies; and informal interaction include conversations with staff that can be used to communicate the school’s mission and need to be affectionately shared among respective colleagues.
Ahamad & Kasim (2016) in their study found that there was a significant correlation between principals’ leadership, school climate, and innovative behavior in school. Therefore, school leaders in Malaysia should be given adequate exposure and training of instructional leadership to improve their skills in school organizational administration. to result a more teachers’
innovative behavior towards fulfilling a transformational school goal of the next education as stipulated in the Education Blueprint.
2.2 Caring in Supervising and Evaluating Instruction
Through caring supervision and evaluation instruction, principals can support teacher instruction, contribute through their skills to develop teacher effectiveness and give feedback regarding teacher’s instruction and performance in school.
Muhammad Hatta (2011) stated, informal observation and supervision can be done together with teachers where teachers walk through classroom. A walk through need not be long, certainly averaging no longer than five minutes in each classroom. The key is care, consistency and commitment. In conducting this observation, the principal can improve teacher’s satisfaction on their instruction when walk through with love and care.
Formal observation with cared instruction evaluation is an important factor in school effectiveness as it will enhance teachers’ commitment and performance. Teacher’s quality will be improved in terms of exhibiting enthusiasm, knowing the content, being organized, teaching actively, showing a good attitude, establishing successful classroom management, pacing instruction, maintaining good people skills, communicating clearly, questioning effectively, differentiating instruction, building success into the classroom, holding high expectations, creating a pleasant atmosphere, and, being professionally flexible (Okorji, Igbokwe, &
Ezeugbor, 2016).
2.3 Affectionate in Providing Incentives for Learning:
According to Yasser, Hendawy Al-Mahdy and Amal Al-Kiyumi (2015) schools, like families, are multipurpose institutions. Although academics is the focus of schools, students need adults to love and care about their personal interests. To meet this need, the principal can be accessible to students; reward them; be an advocate for them, provide them with a safe, secure and lovely learning environment.
It is possible to create an affectionate school learning climate, in which student value academic achievement, by frequently providing incentives such as rewards and always recognizing students’ academic achievement and improvements. In low-income schools, students need frequent, tangible rewards. The rewards need not be fancy or expensive; recognition and love before teachers and peers is the key. Students should have opportunities to be recognized, appreciated and loved for their achievement both within the classroom and before the school as a whole. A principal is the key actor in linking classrooms as a formal learning center with the school reward system, ensuring that they are reciprocally supportive in students learning.
Principals who are affectionately accessible to the students contribute to a positive climate for students learning. Surayya and Mohamad Johdi (2018) mentioned that a school head who takes extra time to praise students for their achievements over the intercom, in the newspaper, or with personal notes and e-mails create a positive school climate. Principals can also use rewards such as extending lunch time, sponsoring field trips, letting students eat lunch outside, and hosting awards assemblies inviting parents of award recipients.
2.4 Wisdom in Monitoring Student Progress:
Surayya and Mohamad Johdi (2018) emphasized that in today's education climate, school success is defined as ensuring achievement for every student. Educational leadership needs tools to help identify students who are at risk academically and adjust instructional strategies to better meet these students' needs. Student progress monitoring is a practice that helps teachers use student performance data to continually evaluate the effectiveness of their teaching and make more informed and wise instructional decisions.
Principals would need to provide teachers with test results in a timely and useful fashion, discuss test results with all the staff including grade-level staff as well as with teachers;
individually. They should provide interpretive analyses that describes the test data in a concise form. Test results will be used for setting goals, assessing the curriculum, evaluating instruction, and measuring progress towards school goals (Hallinger & Murphy, 1985). The principal should also have the intelligence and ability to acquire and apply knowledge appropriately and should be able to practice these skills effectively. He/She would act wisely with quality experience, true knowledge, and, appropriate judgement.
Leithwood (1999) stated that an effective instructional leader is familiar with the variety of ways in which student progress can be assessed and require these assessments to be done on a regular basis. Principals should be able to clarify the meaning of any outcomes when required.
They can competently review the results and use this data to assist teachers, students, and parents in developing appropriate strategies to develop performance. Even though a principal is unable to interpret every single assessment in a school building, one should make it clear to its subordinates that testing, interpretation, and productive responses are expected and that the process will be astutely monitored.
2.5 Passionate in Developing Academic Standard
Hallinger & Murphy, (1985) clearly defined high standards reinforce high expectations;
necessary to improve students learning. They found that successful schools demand the mastery of a defined set of skills prior to entering the following grade. High academic standards are keenly promoted as an increasing number of students are expected to acquire fundamental knowledge and master basic skills in learning.
Allen, Grigsby & Peters (2015) stated that principals must be able to recognize whether lessons are aligned with standards, develop classroom assessments consistent with standards, and evaluate students work to evident that standards have been achieved. Their knowledge should be profound enough to coach teachers using explanations, practical examples, and demonstration lessons. Leaders must demonstrate the same learning traits that they expect in their teachers i.e. openness to new ideas, willingness to be driven by results, and, persistency in facing difficulty and challenges.
O’Malley, Voight, Renshaw & Eklund (2015) highlighted that schools are the main source that can explain the development of academic, behavioral, social, and emotional needs of youths, regardless students’ home situations. Schools which focus the climate around high expectations, high achievable standards, and an orderly, serious environment, have a positive impact on teacher instruction. Mc Carley, Peters & Decman (2016) stated, the success of every principal, students and school depends on quality leadership and a positive school climate.
Teachers who work in school with high academic press are more likely to use a variety of instructional strategies, plan diverse lessons to attend to different learning styles, monitor and provide feedback on students’ progress more frequently, collaborate with colleagues, demonstrate collegial behavior, and attend to their own professional learning.
These actions are strongly related to the leader's behavior. Leaders should be passionate and have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. The Love pedagogy approach is exactly this; concerned on a leader’s sharing, caring, passion, love and wisdom in achieving noble visions and missions of an organization including school and educational institution excellence.
3. Purpose of the Study
The purpose of the study is to examine the principal’s practice of incorporating instructional leadership principles in love pedagogy towards school excellence from teachers’ perspectives?
4. Research Questions
1) What is the teachers’ perspective of principals practiced of Sharing in Communicating School Goal in love pedagogy towards school excellence?
2) What is the teachers’ perspective of principals practiced of Caring in Supervising and Evaluating Instruction in love pedagogy towards school excellence?
3) What is the teachers’ perspective of principals practiced of Affectionate in Providing Incentives for Learning in love pedagogy towards school excellence?
4) What is the teachers’ perspective of principals practiced of Wisdom in Monitoring Students Progress in love pedagogy towards school excellence?
5) What is the teachers’ perspective of principals practiced of Passionate in Developing Academic Standard in love pedagogy towards school excellence?
6) What is the principals practice of incorporating instructional leadership principles in love pedagogy towards school excellence from teachers’ perspectives?
5. Research Methodology
The Principal Instructional Management Rating Scale (PIMRS) on development of students learning formulated, modified and adapted by Hallinger and Murphy (1985), Leithwood
(1999), Latip (2006), Mohamad Johdi and Hatta, (2011) and, McCarley, Peters, & Decman (2016) was used as the data collection instrument through survey questionnaire.
The distributions of the questionnaires were assisted by the lecturers who were teaching Master of Education program at the Kulliyyah of Education in IIUM Gombak-Selangor, IIUM Pagoh- Johor and IIUM Kuantan-Pahang campuses. The participations of respondents were voluntarily, conveniently selected and their criteria were suitable for this study on principals’
practice of incorporating instructional leadership principles in love pedagogy towards school excellence.
The demographic analysis shows that the 328 respondents were mostly females and all of the respondents were below 50 years old. Almost half of the respondents have more than 10 years of teaching experience. Whereas the rest of the respondents have at least 3 years of teaching experience. More specifically the respondents consisted of male-female, educational-leaders, head of panels, education officers and academic teachers from different schools in Malaysia.
The measurement of the questionnaire was on a 6-point Likert scale. From scale 1 to scale 6 represent accordingly like 1= Not Important, 2 = Least Important, 3 = Less Important, 4 = Important, 5 = Very Important, 6 = Extremely Important. These dimensions are analysed and measure later to understand the concept of the study.
The analyses of responses were based on 6-Likert Scale of 1. VSD – Very Strongly Disagree;
2. SDD – Strongly Disagree; 3. DD – Disagree; 4. AA – Agree; 5. SAA –Strongly Agree – 6.
VSAA – Very Strongly Agree. The rank responses were 1.0000-1.9999 Not important; Least Important: 2.0000-2.9999; Less Important: 3.0000-3.9999; Important 4.0000-4.9999; Very Important 5.0000-6.0000.
6. Results of the Study
The following sections present the results of the study on the principals’ practice of incorporating instructional leadership principles in love pedagogy towards school excellence from teachers’ perspectives. Love pedagogy was an approach concerned on sharing, caring, affectionate, wisdom, and, passionate in achieving noble visions and missions of an organization or institution.
6.1 Sharing in Communicating School Goal Question 1:
What is the teachers’ perspective of principals practiced of Sharing in Communicating School Goal in love pedagogy towards school excellence?
Table 1.1 shows the principals practiced of Sharing in Communicating School Goals in love pedagogy towards school excellence from the perspectives of 328 qualified and experienced teachers.
Table 1.1 demonstrated interesting findings that 7 of 8 statements achieved ‘Very Important’
mean score ranging from mean 5.0370 and standard deviation 0.7491 to mean 5.2927 and standard deviation 0.7933. It was also shown in the table that all statements achieved above 95.0% of 328 teacher-respondents in agreement with principals incorporating sharing in school goals principle in love pedagogy towards school excellence.
Table 1.1: Principals’ Practiced of Sharing in Communicating School Goals in Love Pedagogy towards School Excellence: Teachers’ Perceptions (n = 328)
No Statements
Level of Agreement
%
Mean Disagree Agree SD
1 2 3 4 5 6
G1 Communicate the school’s academic goals to people at school
1.3 13.4 39.0 46.3 98.7 5.2927 .7933 G2 Refer to the school’s academic
goals in informal settings with teachers
1.6 3.2 23.2 48.8 23.2 95.2 4.9024 8106 G3 Discuss the school’s academic
goals with teachers at faculty meeting
1.0 1.5 14.6 42.7 40.2 97.5 5.2346 .7462 G4 Refer to the school’s academic
goals when making curricular decision with teachers
1.3 2.4 17.1 39.0 40.2 96.3 5.1854 .8079 G5 Ensure that the school’s goals
are reflected in highly visible displays in the schools (e.g.
posters or bulletin boards)
1.3 20.7 46.3 31.7 98.7 5.0854 .7569
G6 Refer to the school’s goals in student assemblies
1.3 2.4 18.3 51.2 26.8 96.3 5.0370 .7491 G7 The principal appeals to others
to share an exciting dream of the future
1.2 2.4 15.9 45.1 35.4 96.4 5.1481 .7764 G8 The principal is contagiously
enthusiastic and positive about future possibilities
1.2 15.9 48.8 34.1 98.8 5.1585 .7281 G9 The principal shows others
how their long-term interests can be realized by enlisting in a common vision
1.2 1.2 17.1 42.7 37.8 97.6 5.1858 .7602
Average Mean &
Average Standard Deviation
97.3 5.1366 0.7698 Level of Perceptions: (Mean)
Not Important: 1.0000-1.9999; Least Important: 2.0000-2.9999; Less Important: 3.0000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
Table 1.1 displays principals practice of sharing in communicating school goals principle in love pedagogy towards school excellence achieved the highest mean score of 5.2927 and standard deviation 0.7933. It was supported by 98.7% of 328 teachers in agreement with principals incorporating this principle in love pedagogy towards school excellence. The second highest score was ‘Discuss the school’s academic goals with teachers at department meeting’
achieved a mean of 5.2346, standard deviation 0.7462 and 97.5% of 328 teacher-respondents were in agreement with the statement. The third highest achievement was ‘The principal shows others how their long-term interests can be realized by enlisting in a common vision’ with mean score 5.1858 and the standard deviation of 0.7602 with 97.6% of 328 respondents having agreed with this statement.
It was also shown in Table 1.1 of the other 4 statements achieved ‘Very High’ score respectively were ‘Refer to the school’s academic goals when making curricular decision with teachers’ achieved mean 5.1854, standard deviation 0.8079 and supported with 96.3% of 328 respondents in agreement; statement ‘The principal is contagiously enthusiastic and positive about future possibilities’ acquired mean 5.1585, standard deviation 0.7281 and supported with 98.8% respondents in agreement; statement ‘The principal appeals to others to share an exciting dream of the future’ mean 5.1481, standard deviation 0.7764 and supported with 96.4%
respondents in agreement; and, statement ‘Ensure that the school’s goals are reflected in highly visible displays in the schools’ with mean 5.0854, standard deviation 0.7569 and supported with 8.7% respondents in agreement.
The finding in Table 1.1 indicates that 7 out of 8 statements are in agreement the principals leading role to incorporate sharing of school goals in love pedagogy towards school excellence.
The responses achieved a ‘Very High’ level of average mean 5.1366 and standard deviation 0.7698. It was also shown in the table that an average of 97.3% of 328 teacher-respondents were in agreement with these principals practiced of ‘Sharing School Goals’ in love pedagogy towards school excellence.
6.2 Caring in Supervising and Evaluating Instruction Question 2:
What are the teachers’ perceptions of principals practiced of Caring in Supervising and Evaluating Instruction in love pedagogy towards school excellence?
Table 1.2 demonstrates the principals practice of Supervising and Evaluating Instruction in love pedagogy towards school excellence from the perspectives of 328 teacher-respondents.
Table 1.2 shows that more than 90% respondents of 328 teachers agreed with the principals practiced of ‘Caring in Supervising and Evaluating Instructions’ in love pedagogy towards school excellence. There were 8 statements under principal’s practice of Supervising and Evaluating Instructions in love pedagogy where 4 out of 8 statements achieve very high mean score other 4 statements which achieved high mean scores.
Table 1.2: Principal’s Practice of Caring in Supervising and Evaluating Instructions in Love Pedagogy towards School Excellence: Teachers’ Perceptions (n = 328)
No .
Statement
Level of Agreement
% Mean SD Disagree Agree
1 2 3 4 5 6
S1 Conduct informal observations in classroom on a regular basis
4.9 22.0 48.
8 23.
2
94 4.913 6 .8093 S2 Ensure that the classroom objectives
of teachers are consistent with the stated goals of the school
3.7 13.4 42.
7 39.
0
95.1 5.185 2 .8079 S3 Meet the teachers and aides to ensure
that they are working toward the same objectives
1.2 1.2 14.
6 48.
8
64.6 5.123 5 .7966 S4 Review student work products when
evaluating classroom instructions
3.7 24.4 47.
6 23.
2
95.2 4.913 9 .7937
S5 Evaluate teachers on academic objectives directly related to those of the school
4.9 23.2 50.
0 19.
5
92.7 4.862 5 .7915 S6 Note specific strengths of the teacher
instructional practices in written evaluations
1.2 24.4 41.
5 32.
9
98.8 5.061 0 .7911 S7 Note specific weakness of the teacher
instructional practice in written evaluations
2.4 29.3 36.
6 31.
7
97.6 4.974 6 .8458 S8 Note specific instructional practices
related to the stated classroom objectives in written evaluation
26.8 42.
7 29.
3
98.8 5.024 7 .7579 Average Mean &
Average standard Deviation 94.9
5.007 3 .7992 Level of Perceptions: (Mean)
Not Important: 1.0000-1.9999; Least Important: 2.0000-2.9999;Less Important: 3.0000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
Table 1.2 shows that the principals practice to ‘Ensure that the classroom objectives of teachers were consistent with the stated goals of the school’ in love pedagogy towards achieving school excellence has the first ‘Very High’ mean score 5.1852 and Standard Deviation (SD) = 0.8079.
It was agreed by 95.1% respondents of 328 teachers.
The second ‘Very High’ score was ‘Meet the teachers and aides to ensure that they are working toward the same objectives’ achieved mean 5.1235 and standard deviation 0.7966. As high as 98.8% of 328 teacher-respondents were in agreement with this statement. Third highest score was ‘Note specific strengths of the teacher instructional practices in written evaluations’ with mean 5.0610 and standard deviation 0.7911. It was supported with 98.8% of 328 teacher- respondents in agreement. Fourth highest was ‘Note specific instructional practices related to the stated classroom objectives in written evaluation’ with mean 5.0247 and standard deviation 0.7579. There were 98.8% of 328 teacher-respondents in agreement with this statement.
In summary, Table 1.2 demonstrates that the overall achievement was mean 5.0073 and standard deviation 0.7992. Furthermore, as high as 94.9% of 328 teacher-respondents agreed with the principals incorporating of ‘Supervising and Evaluating Instructions’ in love pedagogy towards school excellence.
6.3 Affectionate in Providing Incentives for Learning Question 3:
What is the teachers’ perspective of principals practiced of Affectionate in Providing Incentives for Learning in love pedagogy towards school excellence?
Table 1.3 shows the principals incorporating Affectionate in Providing Incentives for Learning in love pedagogy towards school excellence from the perception of 328 teachers.
Table 1.3: Principal’s Practice of Affectionate in Providing Incentives for Learning in Love Pedagogy towards School Excellence: Teachers’ Perceptions (n = 328)
No. Statement
Level of Agreement % Mean Disagree Agree SD
1 2 3 4 5 6
L1 Recognize students who do superior academic work with formal rewards such as an honour roll or mention the principal’s newsletter
2.4 17.1 45.1 35.4 97.6 5.1341 .7820
L2 Use assemblies to honour students for their academic work and/or behaviour in class
3.7 12.2 42.7 40.2 96.3 5.2099 .8018
L3 Recognize superior student
achievement or
improvement by seeing students in the office with work products
1.2 1.2 35.4 34.1 28.0 97.5 4.8537 .9312
L4 Contact parents to communicate improvement of student performance in school
22.0 32.9 45.1 100 5.2317 .7904
L5 Organize visit to honour students for their academic work and/or behaviour in class
1.2 1.2 8.5 25.6 45.1 17.1 87.8 4.6543 .9894
L6 Organise a dinner or lunch to honour students for their academic work and/or behaviour in class
4.9 3.7 12.2 25.6 37.8 14.6 78 4.3333 1.2649
L7 Recognize students who do superior academic work with formal rewards such as Certificate of Appreciation
1.2 15.9 43.9 39.0 98.8 5.2073 .7493
Average Mean &
Average standard Deviation 92.1
4.9463 .9013 Level of Perceptions: (Mean)
Not Important: 1.000-1.9999; Least Important: 2.000-2.9999; Less Important: 3.000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
Interestingly, Table 1.3 shows that 4 out of 7 statements demonstrated the mean above 5.0000 which denotes that the principal incorporating Affectionate in Providing Incentives for Learning in love pedagogy is viewed as very important towards school excellence from the perception of 328 teachers.
Table 1.3 also demonstrates that 100% or all 328 teacher-respondents agreed with the principals practice of ‘Contacting parents to communicate improvement of student performance in school’; a very important attribute towards school excellence. It achieved the
highest of a ‘Very High’ mean score 5.2317 and standard deviation 0.7904. Second highest statement of importance is ‘Use assemblies to honour students for their academic work and/or behaviour in class’ which achieved a very high mean of 5.2099 and standard deviation 0.8018.
It was supported with 96.3% of 328 respondents in agreement. Consequently, the third most agreeable statement was ‘Recognize students who do superior academic work with formal rewards such as Certificate of Appreciation’ with mean 5.2073, standard deviation 0.7493 and supported with 98.8% of 328 respondents in agreement with the statement. Finally, the fourth highest was statement ‘Recognize students who do superior academic work with formal rewards such as an honour roll or mention the principal’s newsletter’ acquired mean 5.2341 and standard deviation 0.7820. This was supported with 97.6% of 328 respondents agreed.
On the other hand, the 3 remaining statements achieved a mean between 4.000-4.9999 indicating the principal practice in love pedagogy is important for school excellence. The statements were ‘Recognize superior student achievement or improvement by seeing students in the office with work products’ with mean 4.8537, followed by ‘Organize visit to honour students for their academic work and/or behaviour in class’ mean 4.6543, and, ‘Organise a dinner or lunch to honour students for their academic work and/or behaviour in class’ mean 4.3333. These were respectively supported with 96.3%, 87.8% and 78.0% agreed that the principal practice of these statements in love pedagogy for school excellence were important.
In summary, Table 1.3 demonstrated that the overall achievement was mean 4.9463 and standard deviation 0.9013. Interestingly, as high as 92.1% of 328 teacher-respondents agreed with the principals practice of ‘Affectionate in Providing Incentives for Learning’ in love pedagogy towards school excellence.
6.4 Wisdom in Monitoring Student Progress:
Question 4:
What is the teachers’ perspective of principals practiced of Wisdom in Monitoring Students Progress in love pedagogy towards school excellence?
Table 1.4 presents the principals practice of Wisdom in Monitoring Students Progress in love pedagogy towards school excellence from the perception of 328 teachers.
Table 1.4 shows that 3 of 8 statements achieved mean above 5.0000 in agreement with the principal practice of Wisdom in Monitoring Students Progress in love pedagogy being very important towards school excellence from the perception of 328 teacher-respondents.
Table 1.4: Principal’s Practice of Wisdom in Monitoring Students Progress in Love Pedagogy towards School Excellence: Teachers’ Perceptions (n = 328)
No. Statements
Level of Agreement
%
Mean SD
Disagree Agree
1 2 3 4 5 6
31. Meet individually with teachers to discuss student academic
progress
(2.0) (3.3) (10.1) (29.9) (33.8) (21.0) 84.6
4.3425 1.0558
32 Discuss the item analysis of tests with the faculty to
(1.2) (2.4)
(5.4) (24.8) (37.2) (35.0) 91.0
4.3955 0.8795
identify strengths and weaknesses
in the
instructional program
33 Use test results to assess progress toward school goals
(2.1) (2.5) (5.1) (19.3) (40.2) (38.8) 92.3
5.4095 0.8351
34 Distribute test results in a timely fashion
(2.0) (1.6) (4.5) (20.0) (41.9) (36.1) 91.9
5.4097 0.8331 35 Inform teachers
of the school's performance results in written form (e.g. in a memo, banner, notice board, IT media)
(1.2) (2.1)
(6.1) (21.5) (39.7) (34.3) 89.6
4.3987 0.9232
36 Inform students of the school's performance results
(1.1) (2.2) (4.1) (17.1) (38.5) (42.9) 92.6
5.4171 0.8193
37 Identify students whose test results indicate a need for special instruction
such as
remediation or enrichment
(1.0) (3.5)
(6.2) (21.6) (38.1) (36.6) 90.3
4.3996 0.8841
38. Develop or find the appropriate instructional program(s) for students whose test results indicate a need
(2.0) (2.3) (7.5) (20.4) (36.7) (37.0) 88.2
4.3978 0.9423
Average Mean &
Average standard Deviation
90.06 4.7713 0.8965 Level of Perceptions:(Mean)
Not Important: 1.000-1.9999; Least Important: 2.000-2.9999; Less Important: 3.000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
Table 1.4 indicates that 92.6% of 328 teacher-respondents agreed with principals practice of
‘Inform students of the school's performance results’ in love pedagogy towards school excellence was very important. It achieved the highest ‘Very High’ mean score 5.4171 and standard deviation 0.8193. Second highest was statement ‘Distribute test results in a timely fashion’ achieved a very high mean 5.5097 and standard deviation 0.8331. It was supported
with 91.9% of 328 respondents in agreement. Third highest was ‘Use test results to assess progress toward school goals’ with mean 5.4095, standard deviation 0.8351 and supported with 92.3% of 328 respondents in agreement with the statement.
On the other hand, 5 statements achieved a mean between 4.000-4.9999 indicating the principal practice of wisdom in monitoring students’ progress in love pedagogy towards school excellence are important. The statements ‘Identify students whose test results indicate a need for special instruction such as remediation or enrichment’ displayed mean 4.3996 and standard deviation 0.8841, statement ‘Develop or find the appropriate instructional programs for students whose test results indicate a need’ mean 4.3978 and standard deviation 0.9232, statement ‘Discuss the item analysis of tests with the faculty to identify strengths and weaknesses in the instructional program’ mean 4.3955 and standard deviation 0.8795, and, finally statement ‘Meet individually with teachers to discuss student academic progress’ mean 4.3425 and standard deviation 1.0558.
In summary, the findings of the study in Table 1.4 indicate, in general, the principal incorporating wisdom in monitoring student progress in love pedagogy towards school excellence at a ‘High’ level with average mean 4.7713 and standard deviation 0.8965. It is supported with 90.06% of 328 respondents in agreement.
6.5 Passionate in Developing Academic Standard Question 5:
What are the teachers’ perceptions of principals practiced of Passionate in Developing Academic Standard in love pedagogy towards school excellence?
Table 1.5 presents the principals practice of Passionate in Developing Academic Standard in love pedagogy towards school excellence from the perception of 328 teachers-respondents.
Table 1.5: Principals’ Practice of Passionate in Developing Academic Standard in Love Pedagogy towards School Excellence: Teachers’ Perceptions (n = 328)
No. Statement
Level of Agreement
%
Mean SD Disagree Agree
1 2 3 4 5 6
A1 Set high standards for the percentage of students who are expected to master important instructional objective
1.2 3.7 25.6 41.5 28.0 95.1 4.9024 .9377
A2 Encourage teachers to start class on time and teach to the end of the period
1.3 19.5 26.8 52.4 98.7 5.3333 .7906 A3 Make Know what is expected of
the students at different grade levels
19.5 42.7 37.8 100 5.1829 .7392 A4 Enforce a promotion standard
requiring mastery of grade- level expectations
1.2 26.8 46.3 24.4 98.8 4.9506 .7567 A5 Support teachers when they
enforce academic policies (e.g.
on grading, homework, promotion, or discipline)
1.2 8.5 42.7 46.9 98.8 5.3580 .6948
Average Mean 98.3 5.1445
& Average standard Deviation 0.7838 Level of Perceptions: (Mean)
Not Important: 1.000-1.9999; Least Important: 2.000-2.9999; Less Important: 3.000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
Table 1.5 shows that 3 out of 5 principals practice of Passionate in Developing Academic Standard in Love Pedagogy towards School Excellence from teachers’ perceptions achieved mean higher than 5.0000. All these statements achieved ‘Very High’ mean score. The first highest was
‘Support teachers when they enforce academic policies e.g. on grading, homework, promotion, or discipline’ with mean score 5.3580 and standard deviation 0.6948 supported with 98.8% of 328 respondents were in agreement. Second highest was ‘Encourage teachers to start class on time and teach to the end of the period’ mean 5.3333 and standard deviation 0.7906 and supported with 98.7% in agreement. Third highest was ‘Make Know what is expected of the students at different grade levels’ acquired mean 5.1829 and standard deviation 0.7392. Interestingly, this statement was supported with all 100% of 328 respondents in agreement to this statement.
In summary, Table 1.5 indicated that the overall achievement was mean 5.1445 and standard deviation 0.7838. Excitingly, as high as 98.3% of 328 teacher-respondents agreed with the principals incorporating Passionate in Developing Academic Standard in love pedagogy towards school excellence.
6.6 Summary: Principal Practice of Incorporating Instructional Leadership principles in Love Pedagogy towards school excellence
Question 6:
What is the principals practice of incorporating instructional leadership principles in love pedagogy towards school excellence from teachers’ perspectives?
Table 1.6 indicated the overall principals practice of Incorporating Instructional Leadership principles in Love Pedagogy towards school excellence from 328 teachers’ perceptions.
Table 1.6: Principal Practice of Incorporating Instructional Leadership in Love Pedagogy towards school excellence: Teachers’ Perceptions (n-328)
No Principles of Instructional Leadership
Mean SD % Level Rank
1. Sharing of Communicating School Goals
5.1366 0.7698 97.3 Very Important 2 2. Caring in Supervising and
Evaluating Instruction
5.0073 0.7992 94.9 Very Important 3 3. Affectionate in Providing
Incentives for Learning
4.9463 0.9013 92.1 Important 4 4. Wisdom in Monitoring
Student Progress
4.7713 0.8965 90.1 Important 5 5. Passionate in Developing
Academic Standard
5.1445 0.7838 98.3 Very Important 1 Average Mean &
Average Standard Deviation
5.0587 0.8135 94.5 Very Important Level of Perceptions: (Mean)
Not Important: 1.000-1.9999; Least Important: 2.000-2.9999; Less Important: 3.000-3.9999;
Important 4.0000-4.9999; Very Important 5.0000-6.0000
It is interesting to observe in Table 1.6 that three out of five instructional leadership principles achieved ‘Very Important’ level of practice by principal in love pedagogy towards school excellence as perceived by 328 teacher-respondents. The overall achievement was mean 5.0587 and standard deviation 0.8135. Excitingly, as high as 95.5% of 328 teacher-respondents agreed with the principals practiced of Instructional Leadership in love pedagogy towards school excellence.
Table 1.6 demonstrates that the highest ranked number 1 was ‘Passionate in Developing Academic Standard’ with mean 5.1445 and standard deviation 0.7838. Excitingly, as high as 99.7% of 328 teacher-respondents agreed with the principals practiced of Developing Academic Standard in love pedagogy towards school excellence.
Second highest was Sharing of Communicating School Goals achieved mean 5.1366 and standard deviation 0.7698. There were 97.3% of 328 teacher-respondent agreed that it is ‘Very Important’ for principal to practice Sharing of School Goals in love pedagogy toward school excellence.
Third highest was Caring in Supervising and Evaluating Instructions mean 5.0073 and standard deviation 0.7992. There were 94.9% of 328 teacher-respondent agreed that it is ‘Very Important’ for principal to practice Supervising and Evaluating Instructions in love pedagogy toward school excellence.
Fourth was Affectionate in Providing Incentives for Learning with mean 4.9463 and standard deviation 0.9013. There were 92.1% of 328 teachers agreed that it is important for principal to Provide Incentives for Learning in love pedagogy toward school excellence.
Fifth, the lowest was Wisdom in Monitoring Student Progress mean 4.7713 and standard deviation 0.8965. There were 95.3% of 328 teacher-respondent agreed that it is ‘Important’ for principal to practice Wisdom in Monitoring Student Progress in love pedagogy toward school excellence.
7. Discussion of Findings
The findings of the study indicated that it is very important for principals to incorporate sharing in communicating school goals in love pedagogy towards school excellence. The study suggests, the principal should essentially discuss a school’s academic goals with teachers of department or head of panels in meetings. The principal is required to show others on how their long-term interests can be realized by enlisting a common vision. It is very important for principals to show others how their long-term aims can be realized by participating in a shared- common vision. In order to achieve school excellence, the principal together with teachers must closely refer to the school’s academic goals when making curriculum-related decisions.
Principals must be consistently enthusiastic and positive of upcoming possibilities which must also appeal to others. Finally, principals need to ensure that the school’s goals are reflected in highly visible displays in schools such as promotional posters, buntings, banners, bulletin boards, notice boards and other media exhibiting the school’s readiness to achieve school excellence.
The study showed, principals should incorporate Caring in Supervising and Evaluating Instructions in love pedagogy towards school excellence. The study suggested that it was vital for the principals to ensure the classroom objectives of teachers were consistent with the stated
goals of the school towards achieving school excellence. Hence, the principals need to meet and aid their teachers to ensure that they are working towards the same objectives. Principals should prominently note specific strengths of their teacher’s instructional practice in written evaluations. The principals are greatly required to note specific instructional practices related to the stated classroom objectives in written evaluation towards school excellence.
The finding of the study demonstrated that it was prominently important for principals to incorporate the affectionate in providing incentives for learning principle in love pedagogy towards school excellence. They have an essentially important role in advocating to parents the progress of students’ performance in school. The principals need to use assemblies to honour students for their academic work and/or behaviour in class. They should recognize students who do superior academic work with formal rewards such as certificate of appreciation. It is very important for the principals to recognize students who do superior academic work with formal rewards such as an honour roll or mention the principal’s newsletter in affectionate approaches of love pedagogy towards school excellence.
The findings of the study revealed that it is important for principals to incorporate wisdom in monitoring students’ progress principle in love pedagogy towards school excellence. The study suggests, it is essentially important for principals to discuss the school’s academic goals with teachers at department meeting alongside teacher administrators and head of panels. The principals must distribute test results in a timely fashion especially the national exam results of secondary school level. It is prominently important towards school excellence. for principals to use test results wisely in order to assess progress towards school goals that is normally planned in the beginning of every academic year.
The results of the study determined that it is essentially important for principals to incorporate the passionate in developing academic standard principle in love pedagogy towards school excellence. It is very important for the principals to support teachers when they enforce academic policies such as in grading, homework, promotion, or discipline. Subsequently, the principals need to make know what is expected of the students at different grade levels towards school excellence.
8. Conclusion
The finding of the study concluded that principals must incorporate instructional leadership principles in love pedagogy to attain school excellence. These principles are essential to subsist Passionate in Developing Academic Standard, Sharing in Communicating School Goals, Caring in Supervising and Evaluating Instructions, and, Affectionate in Providing Incentives for Learning. It is hoped that this research would provide useful findings to effectively assist principals, educational-leaders and teachers to improve school performance towards excellence in academic, curricular and student’s development. In fact, this is a great opportunity to exert full effort in achieving first class human capital who are excellent nationally and internationally as stipulated in the vision and mission of excellent schools by the Ministry of Education Malaysia as stated in the Malaysian Education Blueprint 2013-2025 and the Malaysia Development Plan 2030.
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