Hallinger and murphy (1985) advanced a model of instructional leadership employing three dimention.Defining the school mission spotlight the principal's role in working with other to ensure that the school use clear.measureble,time-base goals for the academic progress of students.principal's must communicate the goals so that they are widely know,supported througout the school community, and incorperated into daily practice.managing the instructional program means coordinating and controling the school's curriculum and instruction by stimulating,supervising,and monitoring teaching and learning. Finally promoting a positive school learning climate builds on the idea that affective schools create an academic press through high standards and acpectations for student and teachers (Hallinger,2005). To measure the dimentions of the conceptual model, Hallinger (1983) developed the Principal Instractional Management Rating scale or PIMRS. The questionnaire asks the respondents to indicate the frequency with which the principal engages in behaviors associated with the three dimensions of instructional leadership. A similar questionare with three dimensions, the Instructional leadership inventory,was developed by jane M.Alig-Mielcarek and Hoy(2004).
Hallinger (2005) recently reviewed well over 100 studies that have use the measure. With the caveat that the affects of principal leadership are indirect,small,and meaningful,Halinger draws two primary generalizations from the PIMRS studies.First, the most influential effect come from the principal’s beheviors that shape the school mission. Second,context or situational factors of the school influence the type of instructional leadership exercised by principals. Analogous to these conclusions,findings by Alig-Mielcarek and Hoy(2004) suggest that principal instructional leadership behaviors influence the situational factor of academic press, which inturn is directly related to student achievement.
In its early formulation,Hallinger and Murphy’s model was not a contingency approach of leadership. The model and it measure(PIMPRS) only dealt with specific principal behaviors and their relationship to achievement and school effectiveness. Somewhat implicitly and over time, the model has assumed the carester the characteristics of a contingency perspective.
Hillinger(2005)assert for instance,that a contingent approach be explicity incorporated into theoretical models of instructional leadership.He maintains that leadership is a matual influence process with many situational factors pressuring principals to enact their instructional leadership in a variety of ways.Specific factors include student backround,community type,school climate and organization,and teacher experience and competence.likewise certain combinations of traits are needed to enact the instructional leadership behaviors contains in PIMRS.For example,principal must have some flexibility in their personalities in their personalities to adapt their behaviors to the changing needs of the context,achievement and power motivation to initiate changes,communication skills to portray and shape the school mission, and knowledge of curriculum and teaching to help generate alternative direction and assess program implementation.
In sum, the focus of instructional leadership has evolved from simple heroic conceptions to rather complex contingency model of leadership (see Figure 12.1) Instructional leader use their personalities,motivation for success,and administrative skills to accomplish improvement by interpreting internal and external events,changing the organization and substance of work activities,and inproving individual motivation and abilities,power relations,and shared orientations.