The Relationship Between Teachers’ Perception of Instructional Leadership and Organizational Climate at Santichon Islamic School

Abstract

 The main purpose of this study were to identify teachers’ perceptions of instructional leadership including the examination of several constructs (frame the school goals, communicate the school goal, supervise & evaluate instruction, coordinate the curriculum, monitor student progress, protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development and provide incentives for learning) and organizational climate, and to determine the relationship between teachers’ instructional leadership and organizational climate at Santichon Islamic School, Bangkok, Thailand, in the academic year of 2016-2017 . A questionnaire was used to investigate the teachers’ level of instructional leadership and organizational climate as a source of data. A total of 87 full time teachers from Santichon Islamic School were selected as the participants in this study. The study found that the level of teachers’ instructional leadership was “moderate”, but the level of teachers’ organizational climate was “high”. In addition, there was no significant relationship between teachers’ instructional leadership and organizational climate.