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Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.

The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.

Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.

This is a cross-sectional study. The scope for causal inferences is, thus, limited.

In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.

The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role.

The participants in this qualitative study were 24 middle leaders (subject coordinators) in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The current study points to three main characteristics of instructional leadership in school middle leaders: leading by expertise; leading by collaboration; and leading by example.

At present, there is only scant literature on instructional leadership in school middle leaders. This study suggests that principals and middle leaders, who work closely with each other to provide instructional leadership in their schools, do so in different ways.

This study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis.

This study employed quantitative cross-sectional research design. Data were collected from 1,328 teachers selected from 71 Malaysian primary schools.

The direct relationship between instructional leadership and teacher commitment was significant at the school level. Similarly, instructional leadership exhibits a significant direct effect on collective teacher efficacy. Collective teacher efficacy also has a significant direct effect on teacher commitment. The results also indicate a significant indirect effect at school level between instructional leadership and teacher commitment through collective teacher efficacy.

The multilevel analysis among instructional leadership, collective teacher efficacy, and teacher commitment warrant further investigations with larger sample sizes at both group and individual levels.

This study supplements previous findings by contributing more rigorous empirical evidence using multilevel analysis. The findings extend current knowledge in the principal instructional leadership literature in the context of a Southeast Asian country.

Instructional leadership is an educational leadership approach in which principals are regularly and actively involved in a wide range of activities aimed at improving teaching and learning. The current study sought to answer how the principal's role in promoting parental involvement is part of their instructional leadership responsibility.

Data were collected through semi-structured interviews with 24 Israeli principals. Data analysis was a three-step process: sorting, coding, and categorizing.

This study revealed that principals encouraged two types of parental involvement: academic-oriented, designed to support student learning and achievement, and non-academic-oriented, designed to accomplish other goals. From the instructional leadership perspective, principals should mainly prioritize academic-oriented parental involvement. Implications and further research are discussed.

The question of how the role of principals in encouraging parental involvement can become a part of principals' instructional leadership has not yet been explored. The present study narrows this gap in the existing research literature.

Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.

This study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.

The present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.

The findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.

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.

The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels.

Using cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels.

Instructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject.

This study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership.

The authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools.

Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years.

Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies.

The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality.

The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research.

The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality.

This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.

The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments.

This study utilizes standardized test scores collected from (n=2,037) students in 42 secondary schools and data collected from key staff's perceptions of leadership practices, to investigate two dimensions of instructional leadership, which are conceptually interdependent but distinctive – i.e. instructional management and direct supervision of instruction. A cross‐level interaction analysis of hierarchical linear modeling was employed to investigate the effects of the two dimensions of instructional leadership on student learning.

Leadership practices focused on instructional management were found to enhance student learning by boosting the positive effect of students’ attachment to their school on academic achievement. In contrast, leadership practices related to direct supervision of instruction were found to undermine student learning by weakening the positive effect of student perceptions of school attachment on academic performance when other school‐ and student‐level characteristics are held constant.

The paper reveals the contrasting effects of instructional leadership as a multi‐dimensional construct which is central in the current education reform agenda, rooted in accountability‐oriented policy of Hong Kong. It draws a number of implications for principal instructional leadership in Hong Kong Schools as they deal with demands for external accountability.