School Leaders’ Perspectives on Instructional Leadership: A Qualitative Case Study
Abstract
This qualitative case study explores how school principals understand and enact instructional leadership (IL) within their schools. Semi-structured interviews were conducted with selected school leaders to elicit their perspectives on defining IL, setting instructional goals, and supporting teaching and learning. Thematic analysis of the interview data revealed that principals view IL as central to enhancing teaching quality and student learning. Key practices reported include collaboratively developing a school vision, conducting classroom observations, providing teacher feedback, and fostering a positive learning climate. Participants also noted challenges such as limited time, resources, and formal training for leadership, echoing findings that underprepared principals face barriers to effective IL. These insights highlight the need for strengthened professional development and policy support for instructional leadership. By articulating leaders’ beliefs and strategies, this study contributes to understanding IL in context and suggests implications for leadership preparation and educational reform.
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