INSTRUCTIONAL LEADERSHIP IN MUSIC EDUCATION AND ACADEMIC OUTCOMES AMONG UNIVERSITY STUDENTS IN CHINA
Abstract
This study explored the impact of instructional leadership on student outcomes in music education, with a focus on goal-setting, resource management, development skills, and leadership quality. The study also examined the relationship between leadership practices and academic outcomes such as classroom performance, subject motivation, and resource availability. A descriptive-comparative research design was employed, using a total enumeration sampling technique involving 400 student respondents from Taishan University. The findings revealed that students positively assessed their teachers’ leadership across all areas, with no significant differences in perceptions based on demographic factors such as age, sex, grade level, or specialization. Moreover, a significant positive relationship was found between instructional leadership and academic outcomes, indicating that strong leadership practices contribute to improved student performance, motivation, and resource access. Based on these findings, a comprehensive program is proposed to enhance instructional leadership, optimize resource management, and promote student engagement in music education. The program focuses on professional educator development and continuous monitoring of leadership’s impact on academic success. This study highlights the importance of effective leadership in fostering a conducive learning environment and improving educational outcomes in university music programs
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instructional leadership, music education, academic outcomeDownloads
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