THE PERCEPTIONS OF INSTRUCTIONAL LEADERS ON TEACHER QUALITY AND ITS IMPACT ON STUDENTS’ PERFORMANCE

Abstract

This was a single case qualitative study designed to investigate instructional leaders’ perceptions of the impact teacher quality has on students’ performance. Over the past three decades, various stakeholders have expressed concern regarding teacher quality as it relates to students’ performance. Therefore, there is an urgent need for quality teachers at all levels of the education system. This study was significant as it sought to add new information to the body of existing literature on the growing phenomenon of quality education by exploring the perceptions of instructional leaders on teacher quality and its impact on students’ performance. The main thrust is for quality teachers and quality teaching and a more robust education sector. Multiple forms of data collection were used and significant time was spent in the natural setting gathering information. Primary forms of data collection were interviews, observation and the examination of artifacts. In order to code the data, they were first divided into content unit which was coded in terms of the quality of effective teaching. Thus, content unit was used to analyze the data. As the researcher explored the perceptions of the instructional leaders on elements of teacher quality and students’ performance it became evident that there was no single element that constitute teacher quality. The researcher recommended that practice be data driven, bringing information based on elements of teacher quality and self- efficacy in particular to bear on instructional strategies. TEACHER QUALITY AND STUDENTS’ PERFORMANCE i Key terms: teacher quality, instructional leaders, self- efficacy, student performance.