Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy

Aris Riyadi; Ibrahim Bafadal; Burhanuddin Burhanuddin; Agus Timan

doi:10.15823/p.2023.149.1

Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy

Authors

Aris Riyadi Universitas Negeri Malang, Indonesia
Ibrahim Bafadal Universitas Negeri Malang, Indonesia
Burhanuddin Burhanuddin Universitas Negeri Malang, Indonesia
Agus Timan Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.15823/p.2023.149.1

Keywords:

instructional leadership, differentiated instruction, community of practice, student wellbeing, policy, principal strengthening training

Abstract

This study aimed to examine the relationship between the principal's instructional leadership, differentiated instruction, community of practice, and student wellbeing. This study uses multiple regression analysis with the consistent PLS. The results showed that instructional leadership has a positive relationship with differentiated instruction and a community of practice. Differentiated instruction and community of practice have a positive relationship with student wellbeing.

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Published

2023-09-18

How to Cite

Riyadi, A., Bafadal, I., Burhanuddin, B., & Timan, A. (2023). Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy. Pedagogy / Pedagogika, 149(1), 5–34. https://doi.org/10.15823/p.2023.149.1