Aimed at improving schools, the educational policy of Pakistan formulated in 2006 recognizes the significant role of school leaders as instructional leaders. However, prior research conducted in Pakistan reveal very limited role of school leaders as instructional leaders. A burning question in this background is, what factors influence the enactment of instructional leadership in this part of the world. This study attempts to address this question by using qualitative research approach and exploratory case study method. Data are collected from purposively selected two school leaders and eight teachers. School leaders are interviewed individually using semi-structured interview procedure whereas the teachers are interviewed in two groups each group consisting of four members. The study found that school leaders' instructional leadership practices were mainly influenced by their limited authority, partial understanding of their responsibilities, teachers’ attitude, and a communication gap between school and the upper management responsible for overseeing the academic activities of the school. The paper argues that unless these influential factors are addressed, it is very unlikely for school leaders to exercise instructional leadership role. The study brings forth many unique contextual realities adding new knowledge to the existing literature on instructional leadership in the developing world.

Authors:
Tooba Noor, Agha Khan Institute of Educational Development (AKU-IED), Pakistan
Ali Nawab, Sukkur IBA University, Pakistan

About the Presenter(s)
Tooba Noor is a Mphil Scholar at AKU IED Karachi. Her interests are educational research, training educators, community development, and women leadership. Her research interests include exploring factors that are affecting the quality of education.

Connect on Linkedin
https://www.linkedin.com/in/tooba-noor-5ba5a9169/

Connect on ResearchGate
https://www.researchgate.net/profile/Tooba-Noor-3

Additional website of interest
https://scholar.google.com/citations?user=0VUYhGQAAAAJ&hl=en

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