Abstract
This is a study on the instructional leadership of science teachers in the classroom experiences of science core high school students. In this study, the context that affects instructional leadership along with the contents of it was analyzed. For this purpose, we approached phenomenological research suggested by Colaizzi(1973) among qualitative research methods. The data was composed by conducting one-on-one in-depth interviews with research participants. Five students participated in the study. The researcher approached Colaizzi's phenomenological research, which emphasizes common experience rather than individual experience. As a result of the study, 47 subtopics emerged. The researcher grouped them into 15 top themes and presented them in 5 categories. The five categories were transformational class leadership, constructive cognitive ability, living science class, integration of theory and practice, and creation of knowledge ecosystem. Based on these research results, we discussed that a science teacher's instructional leadership is developed in the process of forming a learning community with students and creating a knowledge ecosystem.
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