Relationship between Instructional Leadership and Continuous Professional Teacher Development in Primary Schools: Empirical Evidence from School Improvement Projects in Kampala, Uganda
This paper examines the practices of instructional leadership (IL) and continuous professional development (CPD) both theoretically and in practice. It discusses theoretical issues concerning relationship between instructional leadership and continuous professional development for teachers. The peer further presents empirical evidence that two school improvement projects implemented by the Aga Khan Foundation and AKESU have gathered about CPD and instructional leadership effectiveness for primary school-level system personnel in Kampala. The findings discussed are drawn from active resource-based teaching and learning innovation implemented by the two SIPs in Kampala.
The data in question was collected on an on-going basis from 64 government primary schools over a 10-year period (1995-2005) of implementing two successive school improvement projects (SIPs). Data was collected through participatory action research (PAR) methodologies. Data analysis was largely qualitative, employing content analysis techniques. Data was contributed by: pupils, teachers, parents, education officers, headteachers and school management committee members. Findings were drawn and links made with the understanding of IL in relation to CPDs for teachers. Findings obtained from the baseline showed that although it is important for school leaders to be practioners and learners, it was not the case with some primary schools in Kampala before the SIPs intervention.
The paper recommends that traditional educational systems need to be enhanced by interventions like on-the-job training initiatives used by AKF/AKESU SIPs. It is also recommended that for such interventions to be sustainable, there is need for the interventions to be mainstreamed in the existing education systems at the earliest opportunity. The paper concludes that instructional leadership helps headteachers and teachers to understand the importance of working together, supporting each other and to realize that they can grow more through professional development. This creates support systems in schools that gives teachers opportunities to share their experiences and expertise.