Relationship Between Principal Instructional Leadership and Students' 21st Century Skills Performance on the National Achievement Test (NAT)

Abstract

This study aims to examine the relationship between principal instructional leadership behaviours and students' performance in key 21st Century Skills, as measured by the National Achievement Test (NAT). The sample was selected using a stratified random sampling method, encompassing public schools within the region. The final study group consisted of 11 principals and 327 teachers across various educational institutions, with a total of 670 teachers in the region. To assess principal instructional leadership behaviours, the Principal Instructional Management Rating Scale (PIMRS) was employed, while students' performance in problem-solving, information literacy, and critical thinking was measured using the NAT results. Data analysis was conducted using Spearman's correlation and multiple linear regression. The findings revealed that students exhibited low proficiency levels in all three 21st Century Skills, with mean scores indicating a need for further development in these areas. No significant relationship was found between most principal leadership behaviours and student performance. However, a significant positive correlation was identified between the leadership behaviour of protecting instructional time and teacher performance on the NAT. The study underscores the importance of protecting instructional time as an essential factor in enhancing teacher effectiveness, while suggesting that other leadership practices may not have a direct impact on student achievement. Based on the findings, recommendations for improving instructional leadership and prioritizing 21st Century Skills development have been made.