Abstract
As a leader of learning and educator, continually improving one's practice and pedagogy is essential. Although the Department of Education introduced the IQMS system, which intended to measure teachers' practices and achievements to develop continuously, educators still stagnate in their practices. The COVID-19 pandemic highlighted these development shortages when teachers had to instantly prepare online lessons for remote teaching. School leaders and teachers (leaders of learning) were not only confronted by remote teaching; they had to adapt to different teaching models and a revised curriculum prescribed by the education department on learners' return to school. For effective teaching to take place, effective leadership was necessary.
Therefore, this study investigates the adjustments and leadership styles a mathematics practice needs so that the learners' achievements can be positively influenced. I designed a study where I could firstly reflect on my personal history/education-related life history and examine my identity as a teacher and leader of learning. My reflection created a set of data I could compare with the interviews with my three colleagues. Learners' performance in the mathematics class was used to support the information found from the interviews and self-study.
This was a self-study underpinned by a constructivist paradigm where I could discover my own and three critical friends' understanding of the leadership style needed to be influential leaders of learning and improve learner performance. Because the research is a self-study of my practice, it was done at my current school. Therefore, purposive sampling was used to determine the school where the study would take place. The population sample consisted of a selection of two post-level one and one post-level two mathematics teachers.
Three main themes emerged from the qualitative study. The first theme was leaders of learning. From the data, it occurred that the teachers are instructional leaders. Cooperation and support were essential, and everyone worked well together. The second theme was the importance of professional development. This theme attributed the teachers' development to the school's actions. The school was responsible for creating opportunities where teachers could continuously develop and improve. The third theme that emerged was the problems experienced in the mathematics classroom and the systems and actions to address the issues. From
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this theme, it was clear what impact the teacher's actions had on improving the learners' performance. The effect was proven by comparing the learners' results from one term to another.
Several recommendations were proposed in light of the results, and suggestions for future research were made. One of these recommendations was to improve mathematics teachers' practices; schools must focus on instructional leadership, collaboration, and good teaching aids. Through this, teachers will continuously develop and not stagnate, improving learners' achievements.
As a leader of learning and from my experience, this research will create curiosity and awareness among educators and leaders of learning regarding the significance of instructional leadership for successful mathematical performance enhancement.