An investigation into the impact of instructional leadership methodologies, specifically; framing questions & wait time, mind map, group work and teams games tournament on students’ academic performance and wellbeing in a sample of Irish post primary history students.

Abstract

This paper investigated the impact of instructional leadership methodologies specifically; framing questions & wait time, mind map, group work and teams games tournament on students’ academic performance and wellbeing in a sample of Irish Post Primary history students. A mixed methods methodology was employed for this research, with a total of 23 first year history students, both male and female, involved in the study. Data was collected using student questionnaires, teacher observation, testing and focus group interviews. The major findings from this study suggest that the use of instructional leadership methodologies had a positive impact on students’ academic performance and wellbeing in the classroom. Although learning outcomes were achieved using a didactic approach students showed more engagement and participation when a more active approach to teaching and learning was adopted. The findings show that students felt “safer” and more relaxed when a more collaborative approach to learning was implemented. The findings also suggest that instructional leadership methodologies can help to promote the key skills outlined in the new junior cycle framework. The findings imply that teachers must reflect on how students learn best and adopt meaningful instructional practices that meet the needs of all learners. The challenge teachers face every day is how best to engage students. The findings suggest that teachers need to reflect on how to enhance their instructional repertoire to facilitate deep and meaningful learning. Teachers could use the information from this research to structure classroom experiences that promote student engagement and participation and challenge students’ thinking by giving students safe challenges.