Abstract
This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.
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