Abstract
This chapter identifies primary school middle leaders’ perceptions of their roles as instructional leaders, and explores the factors affecting middle leaders’ instructional leadership roles in primary schools. It examines the managerial strategies that affect middle leaders’ instructional leadership roles towards teaching and learning. The chapter describes the relationship between the instructional leadership roles of middle leaders and the following demographic variables: gender, age, race, teaching experience, and academic qualifications. Teachers can play a significant role as a middle leader in schools when they hold a position such as head of department. Anchored on Weber’s Instructional Leadership Theory, and Akram’s Factors Affecting Teachers’ Performances Theory, the conceptual framework was designed to illustrate the role of teachers as middle leaders based on a set of education-related standards. Several studies have been conducted in Malaysia regarding middle leadership in schools.
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