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<p>Instructional leadership is widely regarded as a key lever for improving teaching and learning. This qualitative study investigates how principals cultivate clarity in their instructional leadership and identifies the specific practices that make their work more coherent and predictable for teachers. Drawing on semi-structured interviews with 20 elementary school principals in Israel, the analysis revealed three central aspects through which leaders enhance clarity. Transparency involves openly sharing information, explaining the reasoning behind instructional decisions, and reducing ambiguity in day-to-day interactions. Consistency is reflected in maintaining stable expectations, aligning actions with stated priorities, and avoiding rapid shifts that can confuse staff. Focus refers to concentrating on a limited number of core instructional goals and filtering out competing demands that dilute teachers’ attention. These aspects demonstrate that clarity operates as a fundamental mechanism through which instructional leadership is enacted.</p>

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Instructional leadership clarity: how principals make instructional leadership intelligible and predictable for teachers

  • 期刊论文

  • 发表日期：

    2026年7月6日

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  • Haim Shaked

摘要

Instructional leadership is widely regarded as a key lever for improving teaching and learning. This qualitative study investigates how principals cultivate clarity in their instructional leadership and identifies the specific practices that make their work more coherent and predictable for teachers. Drawing on semi-structured interviews with 20 elementary school principals in Israel, the analysis revealed three central aspects through which leaders enhance clarity. Transparency involves openly sharing information, explaining the reasoning behind instructional decisions, and reducing ambiguity in day-to-day interactions. Consistency is reflected in maintaining stable expectations, aligning actions with stated priorities, and avoiding rapid shifts that can confuse staff. Focus refers to concentrating on a limited number of core instructional goals and filtering out competing demands that dilute teachers’ attention. These aspects demonstrate that clarity operates as a fundamental mechanism through which instructional leadership is enacted.