SCHOOL ADMINISTRATORS TO GOOD INSTRUCTIONAL GOVERNANCE MODEL FOR AN EDUCATIONAL INSTITUTE

The objective of this quantitative study was to ascertain the impact of school heads' characteristics and their leadership profile upon good instructional governance within educational institutions and to develop a school administrators-to-good instructional governance model. this study applied regression analysis and analysis of variance (Anova) to measure the influence of selected school heads' characteristics - open-mindedness, proactiveness, and motivational orientation - on institutional vision; in doing so, it was determined that these characteristic predictors combined to produce 15.2% of the variance in institutional vision (r² = 0.152) and produced an overall regression result that was not statistically significant (f = 1.979, p = 0.136), indicating that none of the individual product characteristics (open-mindedness, proactiveness, or motivational orientation) significantly influenced vision at the (p = 0.05) level, indicating that school heads' characteristics were not sufficient as predictors of good instructional governance. Using the aforementioned analyses, the study also identified how school heads' leadership profile (setting clear goals, managing curriculum, and monitoring lesson plans) mediated the effects of their school heads' characteristics on good instructional governance. The findings from this part of the analysis suggest that setting clear goals mediated the effects of open-mindedness and transparency, while monitoring lesson plans mediated the effects of vision and participatory governance; however, managing curriculum did not mediate the effects of either of the above-mentioned governance indicators. Once again, based on these findings, a conceptual model of good instructional governance was developed that indicates the connection between characteristics of school heads (open-mindedness and motivational orientation), leadership profiles (setting clear goals and monitoring lesson plans), and outcomes of governance (vision, transparency, and participatory practice). Ultimately, it is emphasized within the study that instructional leadership is a shared and cooperative process, not simply the function of a principal, and therefore, in order to improve an organization’s instructional quality, good instructional governance must include aligned leadership characteristics (open-mindedness and motivational orientation) with effective instructional practices and collaborative processes in educational institutions.