Instructional leadership dynamics in the transformation of Jawi script lesson planning: strategies for literacy acceleration in Southern Thailand

Low Jawi script literacy poses a significant challenge at Sri Patani Witthaya Secondary School in Southern Thailand, where 70% of 137 students lack proficiency in reading and writing. This deficiency stems from suboptimal instructional planning. This qualitative study examines the efficacy of the principal’s instructional leadership in improving Jawi script lesson plans (RPP) through the integration of the 18-Week Curriculum. Data were gathered via in-depth interviews, observations of 15 learning sessions, and documentary analysis, then analyzed using the Miles and Huberman model. Findings reveal that effective instructional leadership is pivotal in guiding teachers to develop systematic and applicable lesson plans. Managerial support for the 18-Week Curriculum provides a measurable instructional framework that enhances student literacy focus. The synergy between instructional leadership and robust planning constitutes a fundamental strategy for preserving Jawi script as a cultural identity and elevating literacy competence in Muslim minority schools in Southern Thailand.