Instructional Leadership And Its Effect On Students’ Academic Performance At Chinese Schools In Mogok Township Of Myanmar

The primary purpose of this investigation was to examine the relationship between instructional leadership and student achievement in Chinese schools in Mogok Township,Myanmar.The goal was to investigate the role of teachers in leading classroom instruction in eight Chinese schools in Mogok Township.One of the descriptive approaches utilized in this paper is a questionnaire survey.A total of 112 Chinese educators and 300 Chinese schoolchildren took part in the study.The information was analyzed using descriptive statistics,one-way analysis of variance(ANOVA),and multiple regression.The average scores for the following categories were as follows: professional knowledge about teaching and learning(2.9339),classroom management(3.2330),student performance assessment(3.1723),and school culture and climate(3.0491).The most outstanding mean score was for classroom management,and the lowest was for professional knowledge about teaching and learning.The analysis of variance(ANOVA)results showed that there were statistically significant differences in instructional leadership skills among Chinese school teachers on each dimension by the school but that there were no statistically significant differences among Chinese school teachers to gender,years of experience in the classroom,or level of education.Results from a multiple regression analysis suggest that effective classroom management and regular assessment of student progress have the most significant impact on students’ final grades.The findings also show that educators’ expertise in professional knowledge and assessing and changing school climate and culture had little bearing on students’ learning outcomes.The study concluded with a discussion of findings and suggestions for enhancing the instructional leadership of Chinese school teachers.