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The purpose of the study was to investigate to what extent Papua New Guinea (PNG) high school principals engage in tasks which constitute instructional leadership. The major finding of the study was that the principals did engage in tasks which constitute instructional leadership, but the results indicated that their involvement in performing the five major functions were to a lesser degree than was deemed desirable and expected by the principals and teachers surveyed. This paper calls on the education authorities in PNG to re‐examine the selection, promotion, training and staff development opportunities for principals in order to enhance the efficiency and effectiveness of principals in their jobs. With the challenges and demands of the changing educational environment in PNG now, more effective principals equipped with leadership and organizational knowledge and skills are required to lead schools.