The purpose of this paper is to investigate the learning environment in schools that influence teaching and learning.
A study was conducted using the Instructional Leadership Model to compare principal practices of instructional leaders in the Islamic Religious Secondary Schools and Islamic Religious Schools of Government Assistance.
The paper discusses some of the findings in the dimension of promoting the learning environment. The six dimensions are: protecting instructional time; maintaining high visibility; providing incentives for teachers; promoting professional development; providing incentives for learning; and having high expectations.
The paper's findings indicate that the principals in Islamic Religious Secondary Schools promote a more positive learning environment in schools compared to Islamic Religious Schools of Government Assistance.
