Instructional Leadership Role Research Articles

The Instructional Leadership Role of Superintendents in Instructionally Effective School Districts

Throughout the past four decades (1983-2024), the rise of a global economy and the changing nature of American society underscored the importance of educating all children. Successive waves of education reform in the United States of America (USA) launched a wide array of initiatives focused on improving student learning. These state and federal policy initiatives were accompanied by an historic shift in role expectations of school district superintendents. An examination of trend data reported in three successive nation-wide reports released by the American Association of School Administrators (AASA) for the years 2000, 2010 and 2020 (Glass, Björk & Brunner, 2000; Kowalski, et al., 2011; Tienken, 2021) suggest that role expectations for district superintendents moved from away from an emphasis on management to a focus on instructional leadership. In addition, findings on superintendent instructional leadership practices in Instructionally Effective School Districts (IESD) reported by Bjork (1993, 2010, 2024) and Bjork & Browne-Ferrigno (2014) note that they effectively used their managerial position to support district-wide instructional improvement. They found that superintendents serving in IESD school districts used enacted their management responsibilities in areas that would indirectly influence the quality of learning and teaching including: (1) Staff selection and recruitment; (2) Principal supervision and evaluation; (3) Establishing clear instructional and curricular goals; (4) Monitoring learning and curricular improvement activities and, (5) Financial planning for instruction. These findings suggest that IESD superintendents’ use their management prerogatives to enact their instructional leadership role and reframe school district leadership for deeper learning in next generation schools.

Rethinking the Role of the Principal in the Strategic Management of Human Capital in Public Secondary Schools in Zimbabwe

Effective leadership and management are at the centre of the strategic management of human capital in education. Principals in schools as organizations promote the effective execution of strategies by coordinating staff members toward accomplishing school goals and objectives to improve student outcomes. Principals are critical in implementing strategic plans and providing a conducive setting for teaching and learning that allows human capital to grow and perform better. Principals must be strategic and forward-thinking by aligning school systems, culture, and processes to achieve all goals. Principals in public secondary schools in Zimbabwe face challenges in strategically managing human capital. Evidence mainly points to the teachers’ low motivation levels and lack of training and coherence in support mechanisms that would enable principals to strategically manage human capital in Zimbabwean schools. Thus, this necessitates the need to rethink the role of the principal. The study aimed to explore ways to rethink and redefine the principal’s role in Zimbabwean schools where education is in crisis. Following an interpretivist paradigm, a qualitative approach using a case study design was employed to gather data. The study found a need for policy change to strengthen the principal’s management and instructional leadership role when managing human capital effectively in schools. Such a bold move would pave the way for an upgrade in principals’ leadership and management capacities so they can effectively manage teacher performance and thereby improve academic performance.

The influence of instructional leadership on learning motivation and student activity

<p>In the context of acquiring foreign language competence, motivation plays an important role in determining the outcome of the learning process. This study explores the influence of instructional leadership on the motivation and learning activity of students in language learning at the Tanjung Berulak Islamic Madrasah Tarbiyah Pondok Pesantren (PPMTI). The study uses a quantitative correlational approach, with a population of as many as 620 students from PPMTI Tg. Berulak. The sample size of 71 respondents was determined using proportionate stratified random sampling. Data analysis includes validity testing of research instruments and regression analysis to measure the impact of instructional leadership on student motivation. The regression analysis resulted in a coefficient of 0.870, which indicates that the improvement in instructional leadership by one unit was linked to the increase in student motivation by 0.870. In addition, the study also found that motivation significantly affects student learning activity, with a significance rate counted below 0.05. The findings highlight the important role of instructional leadership in enhancing the motivation and active participation of students in language learning environments.</p>

The Perceived Practice of Principals’ Instructional Leadership Role in Curriculum Execution: The Case of Primary Schools in Tarcha Town, Ethiopia

ABSTRACT The purpose of this study is to determine how principals at Tarcha Town Primary Schools in Ethiopia perceive their instructional leadership responsibilities in curriculum execution. The research was guided by a phenomenological study design. The data was collected through semi-structured interviews. Purposive sampling was used to include twelve principals. The study’s conclusions showed that principals fall short of their duties in overseeing instruction. Setting clear objectives for the school and coordinating the curriculum receive less attention from principals. Additionally, they focus less on keeping track of students’ progress. It is therefore advised that principals take instructional leadership and management training.

Navigating professional growth: Exploring reflective practices in EFL teacher leadership within Arab higher education contexts

Employing an interpretive lens and utilizing a case study methodology, this research investigated insights from a purposively selected cohort of 12 English as a Foreign Language (EFL) teacher leaders on the significance of reflective practice in their professional growth within an EFL environment. Through a qualitative approach, data was collected via semi-structured interviews and an open-ended questionnaire. The findings reveal the multifaceted operational and instructional leadership roles undertaken by EFL teacher leaders within the hierarchical structures of the English Language Institute (ELI). These leaders demonstrate a commitment to reflective practices and proactive learning, utilizing collegiality and collaborative reflection to enhance their leadership skills and navigate contextual challenges at the ELI. In the landscape of higher education, EFL teacher leadership emerges from intrinsic motivation to learn and adapt to context-specific roles. This entails reflecting on diverse experiences and applying accumulated knowledge to enhance practical leadership competencies.

The PRINCIPAL INSTRUCTIONAL LEADERSHIP IN SEKOLAH PENGGERAK AS A CATALYST IN REALIZING THE PANCASILA STUDENT PROFILE

Program Sekolah Penggerak (PSP) is one of the policies of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia in the transformation of education. PSP places the principal's instructional leadership as a determinant of the success of the Sekolah Penggerak in transforming education and realizing the Pancasila Student Profile. The purpose of this study is to describe the strategy, implementation, and role of the principal's instructional leadership in the Sekolah Penggerak to realize the Pancasila Student Profile. This research uses a qualitative approach using a multicase study design. Data collection was done by in-depth interview, observation, and documentation study. The result of this study is the instructional leadership strategy carried out by the principal by adjusting the existing school vision with the Pancasila Student Profile then socializing it to all school members, promoting a child-friendly, harmonious, and family-like school climate, dividing tasks according to the competence of teachers and employees, and facilitating professional development for teachers and employees. The implementation of instructional leadership is carried out through child-centered learning in intracurricular, extracurricular learning, Pancasila Student Profile strengthening projects, as well as through fostering school culture with the stages of planning, implementation, monitoring, and evaluation. To realize the role of the Sekolah Penggerak as a catalyst in realizing the Pancasila Student Profile, the school principal.

Instructional Leadership Role Through Kurt Lewin's Model to Enhance Culture of Change in Teacher Capabilities

<p>The purpose of this research is to describe (1) the essence of instructional leadership in change management in educational institutions and (2) the change process in an elementary school during the unfreezing, movement, and refreezing stages to enhance the teaching capabilities of a teacher at SD Negeri Wonokerto 04. The research method used is qualitative, using a phenomenological approach with a case study design at SD Negeri Wonokerto 04, Malang Regency. The data were collected using three techniques: in-depth interviews, participant observation, and documentary study. The analysis technique used is single-case analysis. To ensure data validity, the researcher performed triangulation, member checking, prolonged observation, and reference material adequacy activities. The results of this study indicate that instructional leadership plays a role as a controller in the change process. The micro-educational institution's change process in enhancing the teaching capabilities of teachers follows Kurt Lewin's change model, which consists of three phases: a) the unfreezing process using symposiums and "Kultin" (Routine Spiritual Sessions); b) the movement process using a workshop and the formation of an assistant team consisting of fresh graduate teachers; and c) the refreezing process carried out through collaborative workshops with SD Negeri Wonokerto 01 and the initiation of meta-learning.</p><p><em>Tujuan penelitian ini untuk mendiskripsikan tentang: (1) esensi instructional leadership dalam manajemen perubahan pada lembaga pendidikan; (2) proses perubahan sebuah SD saat proses unfreezing, movement dan refreezing dalam peningkatan kapabilitas mengajar seorang guru SDN Wonokerto 04. Metode penelitian yang digunakan yaitu kualitatif melalui pendekatan fenomenologi dengan rancangan studi kasus di Sekolah Dasar Negeri Wonokerto 04, Kabupaten Malang. Data yang dikumpulkan dengan menggunakan 3 teknik, yaitu: wawancara mendalam, observasi peran serta, dan studi dokumentasi. Teknik analisis yang digunakan yaitu analisis kasus tunggal. Untuk memperoleh keabsahaan data, peneliti melakukan kegiatan triangulasi, pengecekan anggota, ketekunan pengamatan, dan kecukupan bahan referensi. Hasil dalam penelitian ini adalah instructional leadership mengambil peran sebagai pengendali proses perubahan dan proses perubahan sebuah lembaga mikro pendidikan dalam peningkatan kapabilitas mengajar guru yang mengacu pada teori perubahan model Kurt Lewin yang terdiri dari tiga fase, yaitu a) proses unfreezing menggunakan simposium dan Kultin (Kultum Rutin); b) proses movement menggunakan sebuah workshop dan pembentukan tim pembantu dari guru fresh graduate; dan c) proses refreezing dilaksanakan dengan workshop kolaborasi bersama SD Negeri Wonokerto 01 dan inisiasi meta learning</em></p>

Effect of principal's instructional leadership practices on teachers' professional development: A cross sectional study of secondary school level from selected areas of Lahore, Punjab, Pakistan

This study investigates the intricate relationship between principal instructional leadership practices and their effects on teacher professional development, school culture, and the broader educational environment. The research was conducted in selected areas of Lahore, involving 260 participants from both private and public secondary schools. Data was collected through a Likert scale questionnaire containing 25 items measuring seven dimensions of instructional leadership and 11 items for teacher professional development. Statistical analysis, including Cronbach's Alpha, KMO and Bartlett's tests, factor analysis, Pearson correlation, and regression analysis, were employed to examine the data. The research revealed significant associations between principal instructional leadership practices and teacher professional development, highlighting the influence of instructional leadership behaviors such as providing feedback, setting clear educational objectives, and fostering collaborative learning environments. This study identified a substantial impact of principal instructional leadership on school culture and organizational environment, with instructional leadership practices positively correlating with welcoming environments and a culture of continuous improvement. The findings of this study have practical implications for educational officials and practitioners. Educational leadership development initiatives that focus on enhancing instructional leadership skills among administrators can create conditions conducive to effective teacher professional development. These initiatives should prioritize fostering cooperation, providing constructive feedback, and establishing clear instructional objectives. This research underscores the vital role of instructional leadership in shaping school culture and student outcomes. Effective educational leadership is an ongoing process that encourages trust, collaboration, and adaptability in a rapidly evolving educational landscape. While acknowledging the study's limitations, this research contributes to the ongoing dialogue on educational leadership, emphasizing its significance in promoting successful school communities.

Instructional Leadership in Literacy in the Foundation Phase of Primary Schools During COVID-19 Pandemic, Capricorn District, South Africa

The study focused on the needs of principals as instructional leaders in the foundation phase in South Africa. This was done because unless instructional leaders are appropriately empowered by addressing their needs, they may not be able to play their role as agents that are a fulcrum to educational reforms especially during the COVID-19 pandemic. The qualitative research approach was used. Methods used are interviews and field notes. The findings revealed that there is a need to include clarification of instructional leadership roles, mobile digital technological resources, adequate support from the Department of Basic Education, and parental involvement in education.

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

AbstractUnfortunately, the role of school leadership in fostering school improvement in non‐Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross‐sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement.

PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

The study investigated principals’ instructional leadership role and lesson study program implementation in public secondary schools in Kajiado County. The objectives were to find out the role the principals played in supervising the implementation of the lesson study program and to find out the role the principals played in promoting collaborative practices when implementing the lesson study program. The study was anchored on Carrier’s instructional leadership model and Vygotsky’s social-cultural theory. A mixed-methods research approach was used with a convergent parallel mixed-methods design. The study’s target population consisted of 95 public secondary schools, 95 principals, and 651 mathematics and science teachers from Kajiado County, with a sample size of 29 principals and 248 mathematics and science teachers. This was achieved using probability and non-probability sampling techniques, which included purposeful, proportionate, and simple random sampling. The collection of data was done using an interview guide for principals and a questionnaire for teachers. A pilot study was conducted in two schools that had characteristics similar to those of the schools that were involved in the study. The research instruments were validated by experts with knowledge of instructional leadership from Tangaza University College and the Catholic University of Eastern Africa. The analysis of quantitative data was done using descriptive statistics, which included frequency distributions and percentages, and were generated using Statistical Package for Social Sciences (SPSS) version 25. The data was presented in the form of bar graphs, pie charts, and frequency tables. Qualitative data was analyzed using a thematic approach and presented using narratives and direct quotes. The findings revealed that secondary school principals carried out supervision throughout the process of lesson study by attending lesson study meetings, observing lessons, and giving feedback. They also discuss challenges encountered by teachers during lesson study implementation, such as limited time, lack of funds, heavy workload, and competing programs. School principals were also found to be supportive in terms of collaborations such as teamwork, peer lesson observation, and team teaching. However, the study found some challenges that face such collaborations which include a lack of clear understanding of lesson study by newly employed teachers as well as uncooperative teachers, especially those with many years of experience. The study concluded that despite the challenges facing lesson study implementation, public secondary school principals in Kajiado County make an effort to supervise lesson study implementation. The study also concluded that secondary school principals promote collaborative practices that support the implementation of lesson study programs. The study recommends that Center for Mathematics Science and Technology Education in Africa (CEMASTEA) organizes training on lesson study for mathematics and science teachers with a teaching experience of less than five years as well as sensitization workshops on lesson study for secondary school principals who are newly employed. Also, the study recommends that the Ministry of Education (MOE) develops a clear policy for lesson study implementation. The study suggests that further research be conducted to investigate lesson study program and students’ academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>

The Relationship between Principals' Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment.

Enhancing teacher retention in underdeveloped regions of Central and Western China is an important issue for high-quality education development. By investigating 1558 teachers from nine provinces and municipalities in these regions, this study uses quantitative research methods to analyze the relationship between principals' instructional leadership and teacher retention and introduces a moderated chain-mediated model. The results show that principals' instructional leadership and teacher retention are at a relatively moderate to high level in these regions. Principals' instructional leadership not only has direct effect on teacher retention, but also has indirect effects by three paths: through the separate mediating role of role stress, the separate mediating role of affective commitment, and the chain-mediating role of role stress and affective commitment. Teacher gender negatively moderates the relationship between principal's instructional leadership and teacher role stress. The sample need to be extended to developed areas to form a comparison. Underdeveloped regions of Central and Western China also need to take more action.

The scientific evolution of social justice leadership in education: structural and longitudinal analysis of the existing knowledge base, 2003–2022

This study aims to delineate the intellectual and conceptual architecture of social justice leadership (SJL) research in education by reviewing the strategic themes that emerged during its scientific evolution. The study combines bibliometric performance and science mapping analysis of 135 articles on “SJL in education” retrieved from the Scopus database. SciMAT software (version 1.1.04) was used for the study since it allows for sequential analysis. Our analysis comprised three periods: Period 1 (2003–2012), Period 2 (2013–2017), and Period 3 (2018–2022). Studies during the first period mostly centered around transformative leadership, social justice, and equity themes, while the research focus during the second period moved toward the roles of principals in enabling justice. During the third period, the analysis revealed more variety in the themes addressed by scholars. Instructional leadership roles of principals and the outcomes of social justice leadership, such as equity and well-being for different groups vulnerable to injustices, were the most prominent themes addressed during the last period. The study’s findings enable us to reflect on this research field’s well-or underdeveloped aspects. They would help guide research interest into the under-investigated or emerging themes of SJL, which would eventually increase our understanding of the practice and outcomes of SJL in the educational context.

Teaching without boundaries: interviews exploring the adaptation of collaborative inquiry to the American context.

This study qualitatively examines the efforts of implementing teacher-led collaborative inquiry in American public schools to improve instruction. We focus on a model called Teacher Peer Excellence Group (TPEG), designed to capture the essence of Japanese lesson study and Chinese teaching-study groups that involve lesson planning, peer observations, feedback, and revision. We conduct qualitative case studies in three pilot schools using a constructivist research paradigm. We identify action steps essential to introducing and sustaining the TPEG model and pathways to local adaptation. The study contributes to the body of research that seeks to understand the role of instructional leadership and teacher decision-making in successful school-level initiatives.

Teacher Leadership Roles and Leadership Capacity Development in Bayelsa State Nigeria

The study investigated the influence of teachers’ leadership roles on leadership capacity development in Bayelsa State, Nigeria. To guide the study, five objectives were stated, five research questions were posed, and five hypotheses were developed. The study was anchored on traits theory of leadership. A descriptive design was used to carry out the study. The population of the study consisted of 2,893 teachers in 147 public secondary schools from the 12 educational zones in the 8 local government areas in the state, with a sample size of 338 teachers. A simple random sampling technique was used to select the respondents. Teachers’ Leadership Roles and Leadership Capacity Development Questionnaire was used for data collection. The instrument was validated and tested for reliability, with a reliability index of 0.816 derived through Pearson’s Product Moment Correlation. Out of the total copies of 338 questionnaires distributed, 326 copies of the questionnaire retrieved were used for further analysis to achieve the specific objectives of the study. Mean and standard deviation was used to answer the research questions, while the null hypotheses were tested using independent t-test at the 0.05 significance level. The findings of the study revealed, among other things, that there is no significant gender difference in the perception teachers have about their leadership role in secondary schools in Bayelsa State, and there is no significant gender difference in the extent to which teachers' instructional leadership roles influence their leadership capacity development in Bayelsa State. The study concluded that teachers' leadership roles are crucial in promoting school effectiveness and student achievement, and that it is important for schools to provide opportunities for teachers to develop their instructional leadership capacity, mentorship capacity, and leadership capacity building through professional development programmes and other supportive measures. The study, therefore, recommended, among others, that administrators of secondary schools in Bayelsa State should provide adequate training and support for teachers to enhance their leadership skills and effectively carry out their roles and responsibilities in the classroom and school community

Teachers’ Perception of Walk-in Observation and Its Impacts on Instruction and Pedagogy

The primary objective of the study is to determine the perception of teachers on the impact of walk-in classroom observation practiced by principals and vice principals as a part of instructional leadership roles. The walk-in classroom observation system was implemented in 2022 by the Ministry of Education and Skill Development (MoESD), Bhutan. This research utilized a mixed-methods approach, consisting of both quantitative and qualitative studies. The quantitative study was conducted using 5-point Likert scale survey questionnaires for walk-in classroom leadership practice and its impact on instruction and pedagogy. The qualitative study was conducted using a semi-structured interview. The study used 90 teacher participants purposively selected from 10 schools under Trashiyangtse Dzongkhag, Bhutan responds to the questionnaires and 10 teachers selected randomly for interviews. The quantitative data were analyzed and interpreted using descriptive statistics such as mean and standard deviation while deductive coding and thematic analysis were used to analyze interview data. The findings of the study revealed that teachers generally had a positive perception of the impact of walk-in classroom observation on classroom instruction and pedagogy with an overall mean score of 3.47 and SD=1.110, as indicated by their agreement with the survey questionnaires. Further, the results from the interview indicated that walk-in classroom observation had a positive effect on lesson planning, delivery, and professional development for teachers. However, teachers are of the view that instructional leaders need to be professionally competent in subject content and pedagogical knowledge for effective walk-in classroom observation. Therefore, the findings contribute to the enhancement of knowledge and pedagogical skills and informed the leaders to bring forth the strengths and weaknesses in the common forum for deliberation and necessary changes.

Expert Teams in Instructional Leadership Practices Based on Collaboration and Their Transference to Local Teaching Improvement Networks

This article shows the research results of implementing a professional learning model based on instructional leadership practices and structured teacher collaboration. The primary purpose was to promote a collaboration model focused on developing communities of practice, formed by school leaders and teachers, focusing on instructional improvement in 8th grade Math and English. The model consists of a cycle with 4 iterative practices: planning, classroom observation, feedback, and refinement and three guiding principles: deprivatisation, collaboration, focus on learning. The methodological approach was a design-based research model, with school teams (within-school level) and collaboration networks (between schools-level) that included principals and teachers. 22 schools in two districts in Chile, 44 school leaders, 74 teachers, 49 non-participating teachers as a control group, and at least 1,000 students in 40 classes were part of the study sample that participated in the research between 2019 and 2020. Mixed methods were used for data analysis. The research team conducted a five-scale questionnaire and semi-structured interviews with participants and non-participants teachers as the control group. The main progress was the deprivatisation of pedagogical practice and joint decision-making for teaching improvement. The practical implications of the model, adjusted for local characteristics, are that it facilitates professional development at three levels: individual, within school teams, and allows professional exchange between schools. It enabled the enactment of peer collaboration practices, and the role of instructional leadership shared between teachers and the school leadership team members were bolstered.

BUILDING CRITERIAS FOR ASSESSING THE ROLE OF INSTRUCTIONAL LEADERSHIP OF LOWER SECONDARY PRINCIPAL MEETING WELL WITH VIETNAMESE EDUCATIONAL INNOVATION

Instructional leadership is associated with the leadership role of the principal relating to teaching. The leadership role of principal is increasingly interested for many reasons, mainly high schools are experiencing drastic reforms, teaching from content approach to competency approach that requires the principal to lead the school to adapt to the new requirements of reality. Moreover, the increasing pressure of school autonomy promotes proactivity and positivity in the leadership of the school's activities. The changes that are forced to go through (surpass) and the pressure of decentralization push many changes in the school organization with its accompanying elements such as new curriculum, new teachers, the application of technology (technology application), etc… The principal, as an instructional leader, must ensure there is a connection (an association) between the curriculum, the instruction, and the assessment of the standards necessary to ensure student achievement. The article aims to develop criteria to evaluate the instructional leadership role of the principals of secondary schools in response to educational innovation. The criteria developed include: Determining the vision for teaching activities; Developing programs and directing teaching activities; Creating conditions to promote teaching activities; Motivation for teaching activities; Encourage the application of ICT in teaching. The criteria are tested for feasibility through trial survey and assessment of the reliability of the scale.

Unpacking the Role of Instructional Leadership in Teacher Professional Development

This qualitative study aimed to unpack the role of instructional leadership in teacher professional development. Ten teachers and three coordinators from PAU Excellencia Global Academy Foundation, Inc. participated in the study. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed three main themes. First, instructional leadership practices were found to be critical in promoting teacher learning and development. The participants emphasized the importance of leaders modeling effective teaching practices, providing feedback, and facilitating collaboration and learning opportunities. Second, the study showed that the quality of teacher-administrator relationships was essential in promoting teacher professional growth. The participants highlighted the significance of trust, open communication, and mutual respect in building positive relationships. Lastly, the study revealed that teacher professional development is a continuous and ongoing process that requires sustained support from school leaders. The participants emphasized the need for ongoing professional development opportunities, such as workshops, mentoring, and coaching. These findings have important implications for educational leaders and policy-makers in promoting effective teacher professional development. School leaders should prioritize instructional leadership practices that model effective teaching practices and facilitate collaborative learning opportunities. They should also foster positive teacher-administrator relationships and provide ongoing professional development opportunities to support teachers in their professional growth. By doing so, they can promote a culture of continuous learning and development in their schools, ultimately leading to improved student learning outcomes.

Instructional Leadership Role of Primary School Principals in Sri Lanka

This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.