A QUALITATIVE STUDY OF INSTRUCTIONAL LEADERSHIP AND THE IMPLEMENTATION OF SUPERVISION BY TAMIL SCHOOL PRINCIPALS

Abstract

This study analysed the role of principals’ instructional leadership in enhancing teacher supervision in Johor Tamil schools. The conceptual framework for this study integrates Hallinger’s Model (2000) for instructional leadership and Lovell’s Teacher Teaching Supervision Behaviour Process Model (1978) for supervision. Using a qualitative approach, semi-structured interviews were conducted to explore teachers’ experiences, perceptions, and perspectives regarding instructional leadership and supervision practices. Ten teachers were purposively selected as participants. Data were analysed thematically using Braun and Clarke’s (2006) six-phase framework to identify key patterns and insights. Findings indicate that principals’ instructional leadership significantly contributes to effective teacher supervision through systematic evaluation of teaching, curriculum coordination, and monitoring of student progress. However, challenges such as teachers’ emotional responses and inconsistent supervision practices were also identified. The study recommends strengthening instructional leadership through continuous professional development, emotional support for teachers, and policies that facilitate systematic and effective teacher supervision. These findings provide practical implications for school leaders, policymakers, and educational stakeholders in improving teaching quality and student outcomes in school settings.