Instructional Leadership Practices in School: A Literature Review

: The importance of instructional leadership practice at school attracts the researcher to conduct a research. This article is used to analyze how the instructional leadership practices in schools. The review begins with internet that is google scholar searching for articles of instructional leadership as the keywords. There are several literature reviews of instructional leadership practices especially. Based on the literature reviews of various countries in Asia, we found that strong instructional leadership practices can build the teachers works by strengthening the system of organizational belief. These factors also can encourage students learning.

According to Hanson, the term of leadership can be understood as a concept which implies that there is a process of power that comes from a figure leader to influence others either individually or in groups of an organization (Masaong & Tilomi, 2011). There are several things that need to be considered in explaining about leader and leadership, including: 1. Power and authority, the ability to act for a leader to move his employee to follow his will in achieving predetermined goals; 2. Authority, the various advantages possessed by a leader, so that it distinguishes him from the one he leads, with these advantages other people will obey and are willing to carry out activities that he wants; 3. Ability,overall power, both in the form of social skills and technical skills that exceed others (Sopan Adrianto, 2019) In organizations, leaders are divided into three main levels: 1. Top manager: whose task is implementing the administration in preparing plans, policies and reports consisting of the board of directors; 2. Middle Manager: the executives implementing organizational plans and policies which consisting the heads of divisions; 3. Low Manager:the executives in the field consisting the heads of units, the supervisors (Ardana, Mujiati, & Utama, 2012) .
In the Minister of National Education Regulation (Permendiknas) no 28 of 2010 explained about the assignment of teachers as headmasters / madrasas. Principals / madrasas are teachers who are given additional duties to lead an education unit. There are some indicators that principals should acquire to manage a school effectively: a) have a strong vision for the future of their schools; b) have high expectations; c) ensure teaching learning process to run effectively; d) time management and minimize conflicts; e) make use of existing learning resources; f) utilize the information to a direct learning planning; g) carry out continuous evaluation and improvement (Mardalena, 2019).
According to (Chapman, 1975), there are several leadership variables: 1) how to communicate, each leader must be able to provide clear information and communicate well and smoothly; 2) giving motivation, having the ability to provide encouragement and motivate financially or non-financially, that in terms of appreciation or recognition. It is a very high meaning gift to employees or workers; 3) the ability to lead, this can be seen in his leadership style, whether he has an autocratic, participatory or free of control leadership style; 4) decision maker, a leader must be able to make decisions based on facts and applicable regulations in the company and the decisions taken are able to motivate employees to work better and to increase work productivity; and 5) positive power, a leader in running an organization or company, although with different leadership styles, must provide a sense of secure for the employees. The importance of the role of leadership in an organization has become a focus that attracts the attention of researchers in the field of organizational behavior, stating the quality of leaders is often considered the most important factor determining the success or failure of an organization (Bass & Avolio, 1990) Based on the opinion of these experts, leadership can be interpreted as a trait or ability that a leader must possess in influencing his worker to achieve a goal. The principal is the person who has the highest power in the school, therefore the principal is responsible for all school activities and plays an important role in improving the quality of education (Brooks & Brooks,  The leadership of the principal involves trying to elevate people's views beyond self-interest towards joint efforts, for common goals (Winardi, Nurkolis, & Yuliejantiningsih, 2017). The function of leadership is to build organizational conditions that foster high quality teaching and the result is in the improvements of learning outcomes (Leithwood, Harris, & Hopkins, 2008). The potential students can be influenced by the leadership of the principal (Urick, 2016). The principal plays a role as a central force that becomes the driving force for school life (Setiyati, 2014). People have different ability to lead, meaning that not every person or leader is able to lead. This can be seen in their leadership style, whether they have an autocratic, participatory or free of control leadership style. Each of them has advantages and disadvantages. If the leader is an autocratic leadership style, then the control of decision making will be entirely in the hands of the leader. In the participatory leadership style, the control of decision making includes the employees. While in the leadership free of control style, the decision making is with the employees but it is still beyond full leadership control (Chapman, 1975). Three types of headmaster profile types were identified: "people-thinking profiles", "administratively minded profiles" and "moderate thinking profiles" (Dou, Devos, & Valcke, 2017). According to Hallinger, instructional leaders are seen as the main source of knowledge for education program development (Bass & Avolio, 1990). Principals have the greatest access to the district leaders, parents, community members, school staff and students (Philip Hallinger, Walker, Nguyen, Truong, & Nguyen, 2017). One of the principal ways' to establish the instructional leadership is by using an evaluation system to influence learning, develop teacher classroom instruction, and improve student achievement (McNeill, Lowenhaupt, & Katsh-Singer, 2018). The task of the principal, as a school leader, is a complex and diverse endeavor. Recent investigations have found that the principals who emphasize instructional leadership behaviors have a stronger positive impact on student achievement than the principals who emphasize other styles (Boyce & Bowers, 2018).

B. Instructional Leadership
This type of leadership is often referred to leadership behavior or leadership style. According to Machali and Kurniadin, leadership style is behavior and strategy, which is a combination of philosophies, skills, traits, and behaviors that are applied by a leader to influence the performance of his followers (Kurniadin, Machali, & Sandra, 2013). Sutikno said the leadership style or leadership behaviors are often called the Leadership Type (Sutikno, 2014). According to Miftah Toha, leadership style is a behavior norm that is used by a person when that person tries to influence the behavior of others (Thoha, 2013). There are two general concepts of instructional leadership, narrow and broad. The narrow concept defines instructional leadership as actions that are directly related to teaching and learning process, such as conducting classroom observations. This is the conceptualization of instructional leadership used in the 1980s and usually applied in the context of small elementary schools or schools that are still in the process of development which are mostly located in the countryside. A broad view of instructional leadership includes all leadership activities that indirectly affect student learning such as school culture and time scheduling procedures. This might be considered an aspect of leadership that impacts the quality of the curriculum and instruction delivered by students. This conceptualization recognizes the principal as an instructional leader has a positive impact on student learning but this influence is mediated. A comprehensive instructional leadership model was developed by Hallinger and Murphy. This dominant model proposes three broad dimensions of instructional leadership constructs: defining school missions, managing national program instructions and promoting a positive school learning climate. These dimensions are further described into 10 instructional leadership functions as follows: (1) frame school goals, (2) communicate school goals, (3) coordinate the curriculum, (4) oversee and evaluate instruction, (5) monitor student progress, (6) protect teaching time, (7) provide incentives for teachers, (8) provide incentives for learning, (9) promote professional development and (10) maintain high visibility (Ng et al., 2015). School principals are increasingly demanded to be able to lead the changes in a better direction and improve the quality of education. Principal's leadership appears not only in the leadership style but also in the practiced instructional leader-ship aspect. Instructional leadership is leadership at schools or colleges that emphasizes improving the quality of teaching and learning. This leadership is not attached only to the principal because the success of education is achieved jointly by a number of people in various roles in the school. Principals should apply the instructional leadership to improve the school quality by establishing high expectations for all children, maintaining the school environment, implementing periodic evaluations, and focusing on academic activities. Instructional leaders should advance and develop their school as a professional learning organization or community to achieve school learning goals for their students. Therefore, the principal carries out many roles,those are as managers, regulators, teaching leaders and curriculum leaders (Nandi Wardhana, 2016) Transactional leadership according to Metcalfe, transactional leaders must have clear information about what their employees need and want. He must provide constructive feedback to maintain their employees in their duties. In transactional relationships, the leader promises and rewards his employees who perform well, threatens and disciplines his underperforming employee (Alimo-Metcalfe, 1995). Bernard M. Bass argues that transactional leadership is leadership where leaders determine what employees must do so that they can achieve their own or organizational goals and help employees gain confidence in doing these tasks (Bass & Avolio, 1990). Instructional leadership refers to the process and approach undertaken by the school principals to exert influence on the aspects related to schooling and learning. There are five dimensions of instructor's instructional leadership; design and articulate learning objectives, design learning strategies, monitor the learning process, support and maximize the potential of teachers, and create instructional learning environments. School instructional leadership indicators include; apply knowledge, skills and important concepts in learning; facilitate collaboration (team); designing resource allocation and the use of strategies; guiding teachers in teaching and supervising learning in the classroom (Sidupa, 2018) Kudisch, argues that transactional leadership can be described as: 1. Exchange something valuable for others between the leader and his employee.  • These sources provide an overview / summary of the previous research.
Step 3: Evaluate the Data • Look at any contribution to the topic discussed, • Search and find the right data source as needed to support the research, • Data can be in the form of qualitative data, quantitative data or a combination of both qualitative and quantitative.  (Dou et al., 2017), this showed that in practicing instructional leadership on teacher job satisfaction mediated by the indirect could impact the school climate and teacher self-efficacy. The principal must involve the teachers in developing and implementing learning objectives. The school principal must refer to the curriculum that is set by the government. Principals in implementing instructional leadership must work together with teachers to improve learning programs in class according to student needs. The instructional leadership can communicate the vision and mission of the school to the teachers and staff. The principal promotes and implements the contents of the school's vision well. The principal must be able to develop the habits of sharing opinions in determining the vision and mission of the school, and the principal must maintain the vision and mission of the school in order to remain well implemented, because the concept of instructional leadership is to focus on teaching and learning activities and on teacher's behaviour in serving students. Supported by Roger Goddard, Yvonne Goddard, Eun Sook Kim, who stated that strong instructional leadership, can create structures to facilitate teacher work by strengthening organizational belief systems and encouraging factors to improve the quality of education. (Goddard et al., 2015). General conclusions from studies on instructional leadership practices at school from various countries in Asia showed that the principal's leadership style is very important for an organization, included educational institutions. It has a positive and negative impacts. It influences academic achievement in education. Just like other studies, this review also has the limitations. First, the articles reviewed were only articles written in English, so there were still many studies from various countries that were not reviewed due to language limitations. Second, dissertations and thesis were not discussed in this article because they can cause publication bias. Third, the scope of the article reviewed was still very limited, in this paper the scope was limited for the research conducted at several Asian countries and some countries with good quality education in the world. And the last, there is no single measure that can compare across studies.

CONCLUSION
Principal's leadership is very important for developing the school, because the leaders can create positive changes in education by encouraging staff to take initiative and changes. The results of this literature review indicate that the principal's leadership style is very important for an organization, including educational institutions, and has positive and negative impacts. It influences academic achievements in education. Instructional leadership is a leadership model that influences teacher's selfefficacy. Through this leadership style, principal will easily motivate teachers to improve classroom learning, which positively influences their knowledge/understanding, teaching quality, competencies and self-efficacy individually and collectively.