Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices
This article examines the effect of principal-shared instructional leadership, learners’ characteristics, and differentiated instruction strategies support on the quality of pedagogical practices mediated by classroom interventions. This instructional strategy is used along with the implementation o...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Indonesian Institute for Counseling, Education and Therapy (IICET)
2024-08-01
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| Series: | JPPI (Jurnal Penelitian Pendidikan Indonesia) |
| Subjects: | |
| Online Access: | https://jurnal.iicet.org/index.php/jppi/article/view/3790 |
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| _version_ | 1832584577878589440 |
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| author | Pipit Pudji Astutik Punaji Setyosari Anang Santoso Syamsul Hadi Shirly Rizki Kusumaningrum |
| author_facet | Pipit Pudji Astutik Punaji Setyosari Anang Santoso Syamsul Hadi Shirly Rizki Kusumaningrum |
| author_sort | Pipit Pudji Astutik |
| collection | DOAJ |
| description | This article examines the effect of principal-shared instructional leadership, learners’ characteristics, and differentiated instruction strategies support on the quality of pedagogical practices mediated by classroom interventions. This instructional strategy is used along with the implementation of the independent curriculum, and teachers have to pay attention deeply to students’ learning needs. This study was conducted as explanatory research on mover teachers throughout Indonesia, and 890 teachers participated voluntarily. Path analysis is utilized to estimate variables relationships. The study revealed that principal-shared instructional leadership and differentiated strategies positively and directly affect the quality of pedagogical practices, and learners’ characteristics only contribute to an indirect effect. The findings suggest that school principals have significant roles in mobilizing stakeholders and facilitating learning resources for providing classroom interventions appropriately for students to learn. As an implication, accomplishing the quality of pedagogical practices will be able to achieve students’ learning performances. |
| format | Article |
| id | doaj-art-2ff24a2b1bf942749c46e3ce845ce3a7 |
| institution | Kabale University |
| issn | 2477-8524 2502-8103 |
| language | English |
| publishDate | 2024-08-01 |
| publisher | Indonesian Institute for Counseling, Education and Therapy (IICET) |
| record_format | Article |
| series | JPPI (Jurnal Penelitian Pendidikan Indonesia) |
| spelling | doaj-art-2ff24a2b1bf942749c46e3ce845ce3a72025-01-27T12:38:04ZengIndonesian Institute for Counseling, Education and Therapy (IICET)JPPI (Jurnal Penelitian Pendidikan Indonesia)2477-85242502-81032024-08-0110319020410.29210/0202437902163Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practicesPipit Pudji Astutik0Punaji Setyosari1Anang Santoso2Syamsul Hadi3Shirly Rizki Kusumaningrum4Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangThis article examines the effect of principal-shared instructional leadership, learners’ characteristics, and differentiated instruction strategies support on the quality of pedagogical practices mediated by classroom interventions. This instructional strategy is used along with the implementation of the independent curriculum, and teachers have to pay attention deeply to students’ learning needs. This study was conducted as explanatory research on mover teachers throughout Indonesia, and 890 teachers participated voluntarily. Path analysis is utilized to estimate variables relationships. The study revealed that principal-shared instructional leadership and differentiated strategies positively and directly affect the quality of pedagogical practices, and learners’ characteristics only contribute to an indirect effect. The findings suggest that school principals have significant roles in mobilizing stakeholders and facilitating learning resources for providing classroom interventions appropriately for students to learn. As an implication, accomplishing the quality of pedagogical practices will be able to achieve students’ learning performances.https://jurnal.iicet.org/index.php/jppi/article/view/3790principal-shared instructional leadership, learners’ characteristics, differentiated instruction, classroom intervention, quality of pedagogical practices |
| spellingShingle | Pipit Pudji Astutik Punaji Setyosari Anang Santoso Syamsul Hadi Shirly Rizki Kusumaningrum Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices JPPI (Jurnal Penelitian Pendidikan Indonesia) principal-shared instructional leadership, learners’ characteristics, differentiated instruction, classroom intervention, quality of pedagogical practices |
| title | Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices |
| title_full | Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices |
| title_fullStr | Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices |
| title_full_unstemmed | Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices |
| title_short | Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices |
| title_sort | principal shared instructional leadership in differentiated instruction classrooms its effect on pedagogical practices |
| topic | principal-shared instructional leadership, learners’ characteristics, differentiated instruction, classroom intervention, quality of pedagogical practices |
| url | https://jurnal.iicet.org/index.php/jppi/article/view/3790 |
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