Abstract
This papper aims to examine the relationship between instructional leadership practices for professional capacity building in secondary schools. The study uses a quantitative approach. Data were collected through questionnaires from 924 participants (principals and teachers) of secondary schools among high achieving schools, average and below-average schools. The principal instructional leadership roles can be characterized into ten elements, and teachers capacity building have four elements. The instructional leadership questionnaire had reliability of 0.951, while the professional capacity building questionnaire was 0.829. This finding shows that instructional leadership by school leaders is essential for long-term school success; all of the strategies are important for professional capacity building.
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