Assessing Instructional Leadership with the Principal Instructional Management Rating Scale

By Philip Hallinger, W. Wang. 2015

343 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a4832c2a69bd7c1d85c52334f14c70d0c1b66fef

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Citations in the corpus

Unpacking the effects of culture on school leadership and teacher learning in China (2020, methodology): “However, teachers, the response group in this study, tend to offer a less biased judgment of their principals (Hallinger and Wang, 2015).”
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “The reliability and validity of the PIMRS were tested in a Chinese context (Hallinger and Wang, 2015).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, methodology): “Although the knowledge base on instructional leadership has evolved considerably over the past several decades in Western societies (e.g. Hallinger, 2011; Hallinger and Wang, 2015; Leithwood et al., 2010; Marks and Printy, 2003; Robinson, 2006), empirical studies of instructional leadership have onl”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “The scale used to assess the predictor variable in this research was developed by Hallinger and Wang (2015).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “PIMRS was adapted into many cultures and education systems worldwide and the meta-analytic studies reported that the instrument had high reliability and validity values (Hallinger and Wang 2015).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “…teacher achievement, the teaching process, and school climate (Al-Mahdy, Emam, & Hallinger, 2018; Flessa, Bramwell, Fernandez, & Weinstein, 2017; Hallinger, 2015; Hallinger, Hosseingholizadeh, Hashemi, & Kouhsari, 2017; Huber, Tulowitzki, & Hameyer, 2017; Sammons, Hillman & Mortimore, 1995;…”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Participants answer items on a rating scale ranging from 1 (almost never) to 5 (almost always) (Hallinger and Wang, 2015).”