| 000 | 02371nam a22001697a 4500 | ||
|---|---|---|---|
| 005 | 20230807154554.0 | ||
| 008 | 230807b |||||||| |||| 00| 0 eng d | ||
| 020 | _a(hbk) | ||
| 082 |
_a373.510 _bP34 |
||
| 100 |
_aFawad Baig, _bPhD Computer Science, _c2009, _dSupervised by Dr. Zahir Ahmad Fikri |
||
| 245 |
_aPedagogical adaptive hypermedia based system for mathematics at secondary level _c/ Fawad Baig |
||
| 260 |
_aLahore : _bLower Mall Campus, University of Education, _c2022 |
||
| 300 |
_a177 p. _eCD |
||
| 520 | _aTo comprehensively understand the relationship between instructional leadership and student academic performance, scholars need to unfold the underlying mechanism between instructional leadership-student performance and its boundary conditions. The researcher proposes a multilevel study (Principal, teachers, and students) and provides two serially mediated moderated pathways. The study is based on the positivism philosophy, a quantitative methodology. The data is collected through structured questionnaires with minimal researcher interference in a non-contrived setting. Two self-administered surveys are used to collect information from teachers and principals. A sample of 1050 teachers and 100 principals from 100 high secondary schools in Pakistan. Secondary data on students’ performance is collected for board results of the matric examination of 2020. The collected data is analyzed using SPSS and MPlus. MPlus is used to do multilevel analysis to investigate the influence of instructional leadership on student achievement, directly and through the serial mediation effect of instructors' self-efficacy and commitment. The data analysis demonstrates that instructional leadership, directly and indirectly, influences student achievement via instructors' self-efficacy and commitment. Moreover, the study also finds that emotional intelligence moderates the indirect effect of instructional leadership on student achievement. This study has important implications for the policy community and education management. It is suggested that instead of putting teachers in non-teaching responsibilities and should encourage instructional leadership among school principals and support teacher efficacy belief and commitment, improving student achievement | ||
| 650 | _aEducation--Instructional Leadership--Academic Performance | ||
| 942 | _cTH | ||
| 999 |
_c22530 _d22529 |
||