Published May 31, 2021
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Personifying instructional leadership practices in the Centers of Excellence – Colleges of Nursing in the Philippines: A multi-case study design
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The administration of curriculum and instruction by an institution's head is commonly described in instructional leadership. In recent times, the scope of instructional leadership has widened to include more dispersed strategies that emphasize shared and distributed empowerment among school staff, such as distributed leadership, shared leadership, and transformational leadership. Personifying the core values of the university is an instructional leadership disposition that captures the instructional leadership dimensions espoused by Hallinger et al. (2014) which are the following: (a) defining the school’s mission (b) managing the instructional program and (c) promoting a positive school learning climate. The integrated characters espoused by the nursing leaders are the following: (a) driving the university vision within the Nursing curriculum (b) transformative leadership (c) sense of purpose and direction (d) symbolic leadership (e) leading the instructional program (f) leading as servant, catalyst and coach and (g) organizational leadership. Instructional leadership dimensions should be rooted in the systems and processes of the nursing faculty. Leaders should be drivers of the vision, mission and core values of the university. In the same manner, managing instructional programs must be established and fostering a caring and productive learning environment must be deeply felt and imbued. Nursing leaders must symbolize the instructional leadership dimensions beyond supervisory functions. The role of nursing leaders on the instructional leadership dimensions must evolve to a level that will be transcendent to personify the core beliefs of the university.
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References
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