چکیده (انگلیسی):

In response to ever-increasing accountability of school principals to demonstrate higher levels of
student achievement, instructional leadership continues to be an important focus among
educational researchers. In this paper, researchers briefly review the literature base regarding
instructional leadership, then present the conceptual framework adopted for the study. Using the
Principal Instructional Management Rating Scale (PIMRS), the team measured self-perceptions
of principals (n=17) regarding frequency of instructional leadership behaviors enacted in daily
leadership, then compared self-reports to reports of teachers (n= 407) in principals’ schools.
Findings revealed no significant differences between respondent groups–a departure from
typical findings in similar studies. Further investigation of these non-significant differences,
however, indicated that magnitude and direction of principal-teacher differences varies among
schools in the sample. The article concludes with possible implications for further research and
practice.