Hubungan Persepsi Keberkesanan Guru dan Kepimpinan Pengajaran Pengetua

Good school administration and the generation of an organizational climate that is suitable and conducive for teaching and learning activities depend on the leadership quality, authority and capability of the principal. An effective instructional leadership of the principal will bring about a change in the teacher’s instruction and the learning of his pupils. The aim of this research is to
identify differences in the implementation of instructional leadership between principals of schools with different academic achievements. These are Schools
in the Excellent Achievement Category, Satisfactory Achievement Category and Average Achievement Category in Kota Setar District. In this research, the instructional leadership behaviour dimensions measured are control of teaching quality, use of teaching resources, implementation of staff development programme as well as planning and elucidation school aim. Another aim of this
research is to ascertain whether there are differences in the perception of teacher effectiveness between teachers of schools in the Excellent Achievement Category, Satisfactory Achievement Category and Average Achievement
Category and to determine how far teacher effectiveness is influenced by the principal’s instructional leadership. The research sample consist of 679 teachers from twelve grade A schools in Kota Setar District, selected from the three categories of schools. Data were analysed using One way ANOVA and Pearson Correlation. The findings of this research suggest that there is no significant difference in the leadership of the principal in terms of control of teaching quality, use of teaching resources, implementation of staff development programme as well as plan and elucidate school aim between principals from
the three categories of academic achievement. One way ANOVA shows a significant difference in teachers’ perceived effectiveness between teachers from schools in the three categories. The finding also showed a significant
correlation between instructional leadership of the principal and the perception of teacher effectiveness from the three categories of schools.