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- 1. Instrument Validation: The Impact of Perceived Instructional Leadership on Student Engagement Among the Leaders of International Secondary Schools of Jeddah-Saudi Arabia Presented By: Shahzada Khayyam Nisar Supervisor: Prof. Dr. Teoh Sian Hoon
- 2. Abstract: INTRODUCTION/ISSUE: The role of instructional leaders in encouraging students' interest in learning has grown increasingly important in the dynamic environment of education, particularly in light of the problems provided by 21st-century pupils. OBJECTIVE/AIM OF STUDY: This study aims to investigate the link between perceived instructional leadership and student engagement at international secondary schools in Jeddah, Saudi Arabia.
- 3. METHODOLOGY/RESEARCH DESIGN: • The study used a carefully tailored instrument taken from the acclaimed School Engagement Scale included in the 4-H Study for Positive Youth Development (Richard, 2005) to address this critical area of exploration. • The study intends to examine the extent to which instructional leadership facilitates student engagement by modifying this instrument to correspond with the educational setting of Jeddah's international secondary schools. • Three distinguished professionals in the field of education were requested to offer valuable evaluations and input to ensure the instrument's authenticity and reliability. • Their inputs affected the development and validation process greatly, improving the instrument's efficacy. FINDINGS/DISCUSSION: The outcomes of this study reveal the updated and validated instrument, demonstrating its ability to analyse the influence of instructional leadership on student engagement in the Jeddah setting. Abstract:
- 4. • Student engagement is defined as the degree of interest, motivation, and active participation in learning activities. It requires pupils to be completely committed in the learning process. • Student engagement has been linked to a variety of educational outcomes, including academic achievement, cognitive development, and overall school success. • Student engagement is impacted by a variety of elements, including instructional methodologies, classroom environment, teacher-student interactions, and students' unique qualities. Student Engagement:
- 5. • Educational professionals who supervise and support teachers in delivering high-quality instruction are known as instructional leaders. They work with teachers to establish an atmosphere that promotes effective instruction and student performance. • Instructional leaders have a key role in engaging students in their studies. Further study is required to uncover viable techniques and approaches to engage 21st-century students in the learning process. Instructional Leader:
- 6. • Researchers adapt instruments to better suit the unique environment or population of interest. This may involve translating the instrument into a foreign language or making cultural changes. • Same has been done for this research. The original instrument has been modified as per requirement and culture of Saudi Arabia. • The instrument is then validated by three experts from the same domain selected worldwide. Instrument Adaptation:
- 8. Purpose and Significance: • This research paper describes the validation of a modified instrument for international secondary school leaders in Jeddah to assess the influence of perceived instructional leadership on student engagement. • This research paper validates an instrument on instructional leadership and student engagement in an international school environment. The findings will provide significant insights for educational leaders.
- 9. Dimension / Variable: • The questionnaire contains a substantial number of items for both Emotional Engagement and Cognitive Engagement dimensions. It is recommended to limit the number of items for each dimension to a reasonable range, preferably around 7-8 items. • A pilot study can be conducted to assess the reliability and validity of the questionnaire, and to identify any items that may not perform well.
- 10. Definition Alignment: • To ensure that each item accurately measures the intended dimension, it is vital to cross-reference each item with the dimension's definition. • The high number of items in a questionnaire may result in respondent fatigue and decreased motivation to provide thoughtful responses, thereby compromising the data's quality.
- 11. Research Framework Alignment: • Researchers should align the questionnaire closely with the research framework to ensure the data collected from the survey provides valuable insights into the role of educational leaders in student engagement among international schools in Jeddah.
- 12. Measurement of Student Engagement: • The 2nd expert makes a valid point regarding the measurement of student engagement. A new questionnaire should be developed to measure student engagement and should consider the unique aspects of student experiences and perceptions. • So, there could be 2 instruments; one for educational leaders and one for students. • The comparison of 2 can reflect the effect of perceived instructional leadership on student engagement.
- 13. Rigorous Validation Process: • The instrument has undergone a comprehensive validation and verification process for grammar and composition, which ensures its readability and coherence. • The expert acknowledged the appropriate use of language and relevant educational terminology in the survey, which enhanced its suitability for the targeted audience.
- 14. Suggestions for Further Refinement: The expert's validation comments suggest further refining the questionnaire by including response options, including open-ended ones, and clarifying certain phrases or concepts.
- 15. Themes: • Experts recommend streamlining the questionnaire and ensuring consistency in the number of items, and a separate instrument for student engagement. • Expert 1 and Expert 3 recognize the use of appropriate language and educational terminology in the questionnaire.
- 16. Discussion: • Expert 1 suggested to include response options and conduct a pilot study, and Expert 3 suggested to incorporate open-ended response options. • The questionnaire was well-designed by combining the insights from all three experts and was well-tailored to the research context. The findings will offer valuable insights to improve educational practices and promote student engagement in diverse educational settings.
- 17. Instrument Analysis: • This research paper presents a comprehensive analysis of 97 questions from an adapted instrument designed to assess the role of instructional leaders in promoting student engagement in international schools in Jeddah. • An instrument with high validity and reliability is essential to evaluate instructional leaders' influence on student engagement among international schools in Jeddah. • The initial instrument consisted of 97 questions, 46 of which required no change, and 51 of which were modified based on expert feedback.
- 18. Conclusion: • A well-designed and robust questionnaire incorporating teacher and student perspectives can be created to evaluate the role of instructional leaders in promoting student engagement among international schools in Jeddah.
- 19. Thank You
Editor's Notes
- When conducting research, it is easy to go to one source: Wikipedia. However, you need to include a variety of sources in your research. Consider the following sources: Who can I interview to get more information on the topic? Is the topic current and will it be relevant to my audience? What articles, blogs, and magazines may have something related to my topic? Is there a YouTube video on the topic? If so, what is it about? What images can I find related to the topic?
- Once you find your sources, you will want to evaluate your sources using the following questions: Author: Who is the author? Why should I believe what he or she has to say on the topic? Is the author seen as an expert on the topic? How do you know? Current: How current is the information in the source? When was the source published? Is the information out of date? Accuracy: Is the content accurate? Is the information presented objectively? Do they share the pros and cons?
- After consulting a variety of sources, you will need to narrow your topic. For example, the topic of internet safety is huge, but you could narrow that topic to include internet safety in regards to social media apps that teenagers are using heavily. A topic like that is more specific and will be relevant to your peers. Some questions to think about to help you narrow your topic: What topics of the research interest me the most? What topics of the research will interest my audience the most? What topics will the audience find more engaging? Shocking? Inspiring?
- Now, that you have narrowed your topic, you will want to organise your research in a structure that works. There are some common organisational patterns based on the kind of research you are doing. Organisational Structures: Cause and Effect- this kind of structure is great for explaining the causes and effects of a topic Compare and Contrast- in this pattern you highlight the similarities and differences of the topic Explain process- this structure is great for outlining a series of steps to follow; Definition- if you want to make sure your audience understands what something is using illustrations, meanings, clarifying misconceptions, you may want to use this structure Classification- a common organisational structure is grouping like topics or facts from the research together. For instance, in the internet safety about social media apps, you may organise the research where you look at each social media app one at a time
- After you’ve done your research, it’s time to put your presentation together. The first step in the process is to introduce the topic. This is a great time to connect your topic to something that your audience can relate. In other words, why should they listen to all the information you will be sharing in your research presentation? What is in it for them? You may also want to include a graphic or image to grab their attention. Feel free to duplicate this slide by right-clicking on this slide in the slides pane to the left and select Duplicate Slide. The next step in your presentation is to state your claim or topic clearly. Your teacher may even call this your thesis. As you state your thesis, you may find that this layout is not the best layout for your claim or topic. You can change the layout by clicking the drop-down menu next to the Layout in the Slides menu section. You can choose Two Content, Comparison, or Picture with Caption. Note: A different layout might change the look of the icons on this page. You will also want to state your facts. You have done the research now share some of the interesting facts with your audience. Facts do not have to be boring; you can communicate facts in a variety of ways by going to the Insert Tab. In the Insert tab you can: Insert pictures from your computer or online. Add a chart Create some SmartArt Insert a variety of icons to help your facts come to life. Note: You can change the colour of the icons by selecting the icon and then click on the Format tab and then Graphics Fill. From there, you will choose a colour from the list or choose More Fill Colours to give you more options. Since this research presentation is a result of your hard work and searching, you want to make sure you support the claims or points in your presentation with facts from your research findings. Make sure you give the author proper credit for helping you share your ideas. If one of your sources has a video that is relevant to your topic, you can add the video as added support. Keep in mind the length of the video and the amount of time you have for your presentation. For a 5 minute speech, the video should be no longer than 30 seconds. Questions to consider: How will you state the author of the source? Will you need to cite the source on the slide? What are some ways you can engage your audience so they feel like they are a part of the presentation? Some ideas to consider is by taking a quick poll like: by a show of hands, how many of you think school uniforms are a way to cut down on bullying? Another suggestion is to have them hold up a certain number of fingers to see if they agree or disagree. Finally, you can share a story that the audience can relate to that makes them laugh. After all the applause, your audience may have some questions. Be prepared to answer some of their questions by making a list of questions you think they might ask. You may also want to share the presentation with them by providing the link to your presentation, if they want more information.
- You can use this slide as your opening or closing slide. Should you choose to use it as a closing, make sure you review the main points of your presentation. One creative way to do that is by adding animations to the various graphics on a slide. This slide has 4 different graphics, and, when you view the slideshow, you will see that you can click to reveal the next graphic. Similarly, as you review the main topics in your presentation, you may want each point to show up when you are addressing that topic. Add animation to images and graphics: Select your image or graphic. Click on the Animations tab. Choose from the options. The animation for this slide is “Split”. The drop-down menu in the Animation section gives even more animations you can use. If you have multiple graphics or images, you will see a number appear next to it that notes the order of the animations. Note: You will want to choose the animations carefully. You do not want to make your audience dizzy from your presentation.