This qualitative study investigates the experiences of public-school principals with instructional leadership and the barriers to the effective use of instructional leadership. Scholars found that school leaders who lead successful schools are instructional leaders. Instructional leadership is a learning-centric leadership model that strongly impacts learning. Instructional leaders engage in the process of teaching and learning to ensure the best quality education is offered to students. As studies shed light on the importance of instructional leadership for the effectiveness of the school, it is essential to understand the perception of school principals on instructional leadership. To gain an in-depth understanding of the experiences of school principals with instructional leadership, six public school principals selected through purposive sampling were interviewed in this study. Semi-structured interview questions were developed using the Principals' Instructional Management Rating Scale (PIMRS). Six themes emerged from data analysis: limited autonomy, unenforced accountability, insufficient preparation for the position, principals acting as inspectors, and no basis for teachers’ development programs. The six themes indicated that school principals have no experience with instructional leadership and that the rules and regulations set by the Ministry of Education prevent school principals from acting as instructional leaders. Additionally, insufficient preparation for the position limits the ability of school principals to lead learning.


School of Humanities and Social Sciences


International & Comparative Education Department

Degree Name

MA in Educational Leadership

Graduation Date

Spring 6-21-2023

Submission Date


First Advisor

Mustafa Toprak

Committee Member 1

Daria Mizza

Committee Member 2

Teklu Abate


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Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item