The Principals’ Influence on the Performance of Primary Teachers for Science Teaching

Vipula Kulathunga, Ooi B. Keat and Jacqueline Tham
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Vipula Kulathunga: Management and Science University, Malaysia
Ooi B. Keat: Management and Science University, Malaysia
Jacqueline Tham: Management and Science University, Malaysia

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 8, 100-114

Abstract: This study investigates the influence of principals’ instructional leadership and supervision on the performance of primary-grade teachers and their self-efficacy in teaching science. The principle can influence the child’s science education during the primary grades. To achieve this objective, the researcher gathered data from 375 primary school teachers in the western area of Sri Lanka. This study was conducted utilizing a quantitative approach and the survey method. The chosen method for sampling was stratified random sampling. The sample consists of primary grade instructors from all three stages of basic education. Data was collected using a Google Form questionnaire, which utilized a five-point Likert scale. The data analysis was conducted using both descriptive and inferential statistics. The proposed model suggests that the principal influence (PI) has a weak but significant direct impact on Science teaching performance. The relationship between the principal influence and science teaching performance is partially influenced by the primary teacher’s self-efficacy, which is significantly and moderately high. Principals ought to actively endorse science education projects, allocate resources, and cultivate a positive school atmosphere. Implementing continual professional development programs for principals focused on instructional leadership and supervision can ensure the delivery of high-quality science education in elementary grades. It is recommended that schools and teacher training agencies integrate self-efficacy enhancement measures into teacher training programs. Effective collaboration among educators, school administrators, and policy makers is crucial in establishing a conducive atmosphere for high-quality science education. By considering and manipulating these characteristics, schools can enhance scientific education in the elementary grades and promote superior learning outcomes. Further investigation is necessary to examine the effect of a principal’s influence on the performance of science education.

Date: 2024
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