Instructional leadership and development of instructors at Malaysian Research Universities

From the original idea of the university, changes and developments have deeply affected and shaped universities teaching and learning. As the focus on instructional leadership continues, questions have risen concerning leadership role and identifying capabilities and effective practices of instructional leaders in learning and teaching at Research Universities in Malaysia. Instructional leaders inspire, motivate, facilitate, lead, and direct other academic members in the higher education institutions to achieve organizational goals. This study provides an in-depth look at the practices of leadership in Malaysian Research Universities. This study employs a qualitative research approach. Data were collected through in-depth interview with people who hold leadership positions and have good influnce on teaching and learning at research universities and analysis of relevant documents. This analysis produced the emerging themes of the study. The findings of this study support the fundamental elements that have been previously identified by researchers and professional organizations, as instructional leadership. Instructional leaders focus on learning and teaching for students in relation to instructor development. Based on the findings of this study the following conclusions were made: leadership works towards the future of the university through the development and involvement of instructors to facilitate teaching and learning at research universities. Malaysian research universities planned through sustained programs of educational development to link theory with practice. Academics can learn to use these principles effectively in designing learning environments for students. Secondly, academics need a supportive culture if they are to put these principles into practice. And, finally, creating a learning culture depends not only on well-educated, well-meaning individual academics, but also on an academic community working together to create a student-centered learning orientation. However, the findings revealed that research universities place less emphasis on leadership of teaching and learning for students‟ development and understandably concentrate on research. The Best practices of Malaysian instructional leaders were identified and presented as general guidelines for good and effective teaching that are supported by research. Professional development of instructors and the integrity of beliefs in pursuing organizational vision and strong professional development will support effective implementation of instrctional leaders‟ work. Instructional leaders provide opportunity for professional develoment of instructors at higher education. Finally, a number of recommendations have been offered towards future research and teaching and learning practices by instructional leaders.

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