Instructional leadership in enhancing pedagogic teachers’ competence at three universities guided schools in Malang City

This research was aimed at finding out the following focuses as universities guided models at thee high schools: (1) instructional leadership, (2) Teachers’ pedagogic competences, (3) instructional leadership behavior in the teachers’ pedagogic enhancement, (4) roles of the guiding universities in enhancing the instructional leadership and teachers’ peagogic competences. Data were collected by using three techniques including (1) indepht interview, (2) participative observation, and (3) documentation. Data were analized in two steps of individual case analysis and cross case analysis. The individual case analysis was done by (1) data reduction, (2) data display, and (3) conclusion, and the cross case analysis was done through constant comparative analysis. The validity and reliability was measured by examining the credibility, transferability, and confirmability. This research revealed that (1) the instructional leadership covered vission, mission, learning or instructional services, motivation, community relation, governmental relation, and the guiding universities relation, (2) the teachers’ competences covered ability to understand learners, instructional planning and implementation, instructional evaluation, and students’ potential development, (3) the instructional leadership behaviors covered management engineer, comunicator, clinical practitioner, role model, and high priest, (4) the roles of guiding universities covered guiding and developing: teachers, educational staffs, learners, parents, and schools’ committees