A MODEL FOR TEACHERS’ INSTRUCTIONAL LEADERSHIP DEVELOPMENT IN THE TEACHER TRAINING COLLEGES IN CENTRAL REGION OF THE SOCIALIST REPUBLIC OF VIETNAM

Le Duc Quang*, Chaiya Pawabutra, Watana Suwannatrai andVijittra Vonganusith
Sakon Nakhon Rajabhat University

Corresponding author: quang_ld@qtttc.edu.vn

Abstract
The purposes of this research were to: 1) investigate the components of teachers’ instructional leadership, 2) construct and develop the model for developing teachers’ instructional leadership, and 3) examine the effectiveness of a developed model for developing teachers’ instructional leadership at the Teacher Training Colleges in the central Vietnam. This Research and Development (R&D) was divided into three phases: Phase I - Exploring a conceptual framework and components of teachers’ instructional leadership, Phase II - Designing and improving a model, and Phase III - implementing the developed model and summarizing the results. Data were analyzed using percentage, mean, and standard deviation.

The findings were as follows:

1. The components of teachers’ instructional leadership at the Teacher Training Colleges in the central Vietnam involved five major components,15 sub-components, and 75 indicators as follows: 1) Vision, mission, and learning goals, consisting of three sub-components which involved participation in the creation of guidelines for learning development, giving top priority for learning, and creation of academic benchmarks. 2) Curriculum and teaching development, consisting of four sub-components which involved understanding the curriculum associated with the relevant factors, the implementation and development of school curriculum, the teaching and learning management, and the use of information technology and teaching materials. 3) Student quality enhancement, consisting of three sub-components which involved students’ achievement development, expectations for students’ learning, and students’ progress enhancement  4) Creation of supportive learning environment, consisting of three sub-components, which were promoting learning atmosphere, exchanging ideas and reflective practice, and building and maintaining good relationships with teachers, students, and community, and 5) Conducting research to improve the quality of education, consisting of two  sub-components which involved research focus, and having knowledge and skills for conducting research.

2. The model for developing teachers’ instructional leadership at the Teacher Training Colleges in central Vietnam comprised principles, objectives, contents, development procedure, and measurement and evaluation.

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