Keberkesanan Kepimpinan Pengajaran Pengetua Terhadap Pencapaian Akademik Pelajar

Students’ academic achievements especially in public
examinations at national level which become the public focus are normally associated with the Principal’s Instructional Leadership of the school. The purpose of this study is to identify the effectiveness of the
Principal’s Instructional Leadership towards students’ achievements according to teachers’ perceptions.
The effectiveness of the instructional leaders in Secondary Schools in Temerloh District is based on their role to control the quality of teaching and learning, the effectiveness of teaching resources and their participation in the staff development programme whether the relationship is significant with the students’ academic achievement.
A study has been carried out in six secondary schools in Temerloh District, Pahang Darul Makmur using “Simple Random Sampling”. Two hundred and twenty sets of questionnaires were distributed to respondents, which comprised of teachers from six secondary schools. The teachers gave their full cooperation to this study.
The study data were analyzed using statistic description,
correlation coefficient, bivariate linear regression and multiple regression.
The result of the study indicated that teachers’ perception of the principal as one that plays an important role in the dimension of quality control of teaching and learning, the effectiveness of teaching resources and the management of staff development. However it is rather lacking in the observation of teachers teaching in the classroom, and encouragement to use the school resource centre.
Besides that, based on correlation and regression analysis there is a positive correlation significance between the dimension of instructional leadership and students’ academic achievement. Generally, the study also showed that 48.74% of the three independent variables in the
instructional leadership has influenced the students’ achievements.
Based on the result of the study, it is recommended that the principals should equip themselves with knowledge and skills in instructional leadership. They should also devote and give concerted effort in their core-business as instructional leaders and reduce their routine work such as management and administrative duties to produce
the effectiveness of the school.