Institutional Strengthening Schools: How Principals’ Instructional Leadership and Teacher Performance Contribute to Deep Learning?
Zulkifli Zulkifli *
PGRI University of West Sumatra, Padang, Indonesia.
Febrina Riska Putri
YDB Lubuk Alung Teacher Training College, Pariaman, Indonesia.
Besti Nora Dwi Putri
PGRI University of West Sumatra, Padang, Indonesia.
Asril Asril
PGRI University of West Sumatra, Padang, Indonesia.
Reindy Rudagi
PGRI University of West Sumatra, Padang, Indonesia.
*Author to whom correspondence should be addressed.
Abstract
Deep learning is a crucial component in enhancing pupils’ academic competence. However, primary schools continue to face significant challenges, with academic competence in the Indonesian language scoring 60.14 (‘poor’) and Mathematics scoring 43.41 (‘very poor’). This study aimed to examine the contributions of principals’ instructional leadership (X1) and teacher performance (X2) to deep learning (Y) as a strategy for improving pupils’ academic competence. The study employed a quantitative ex post facto design. The population comprised 99 teachers from 11 primary schools in Cluster 1, from whom a sample of 54 was selected using stratified proportional sampling. Data were collected using a Likert-scale questionnaire administered to primary school teachers and were analysed using descriptive, correlation, and regression techniques. The results indicated that both principals’ instructional leadership (72.61%) and teacher performance (66.17%) were categorised as fairly good. Individually, instructional leadership and teacher performance contributed significantly to deep learning, explaining 17.4% and 14.7% of the variance, respectively. Jointly, the two variables explained 26.6% of the variance in deep learning, underscoring the value of strengthening leadership and teaching quality together. The findings indicate that principals’ instructional leadership and teacher performance make significant individual and joint contributions to deep learning. However, the current levels of deep learning, instructional leadership, and teacher performance remain in the ‘moderately good’ category. School leaders should therefore foster deep learning by strengthening instructional leadership, improving the quality of pupil learning, and cultivating a supportive school environment. Teacher performance should likewise be enhanced by creating engaging learning environments and developing mindful, meaningful, and joyful learning experiences. Strengthening both factors may optimise deep learning and improve pupils’ academic competence.
Keywords: Institutional strengthening, principals’ instructional leadership, teacher performance, deep learning, primary schools, school leadership, instructional quality, pupil competence, educational improvement