Instructional Leadership and Effective Teaching and Learning


: Leadership in a Changing World
BISAC: EDU032000

School leadership has been identified as a key function in assuring quality in education. The instructional leadership model refers to the role and the functions of school leadership to employ different management tasks with regards to teaching and learning. Instructional leadership role includes (a) developing mission and goals, (b) managing the educational production function, (c) promoting an academic learning climate, and (d) developing a supportive work environment. Instructional leaders were described as leading from a combination of both expertise and charisma focused primarily on the improvement of student learning outcomes.

The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school. In the first chapter, the author presents and analyzes educational leadership vs educational management, as well as models of educational leadership and management. The author argues on the importance of different leadership models, such as managerial leadership, transformational leadership, participative leadership, interpersonal leadership, transactional leadership, postmodern leadership, moral leadership, and contingent leadership. Chapters Two, Three, and Four shed light on instructional leadership and teaching and learning, understanding of instructional leadership, the concept and practice of instructional leadership, instructional school leadership and learning environment, attributes of instructional leaders, instructional excellence, instructional leadership time management, effective teaching and teachers, as well as teaching challenges and learning environment.

Meanwhile, the author has analyzed constructivism, student intelligence, understanding of supervision, instructional collegial supervision, supervision approaches, understanding of evaluation of teaching and learning, teacher evaluation, and instructional observing instruments in chapters Five, Six, and Seven. Chapters Eight and Nine are focused especially on the research work of the relationships between instructional leadership and teaching, learning, and students’ achievements, as well as on an empirical study designed and conducted in Albania as a case. Chapters Ten and Eleven are dedicated to instructional leadership preparation and the future of instructional leadership

As a conclusion, Xhomara indicates that principals are responsible for developing school climates and cultures that support the very best instructional practices. The new era of instructional leadership has predictably placed significant demands for accountability for student success and equity on the principal as well as for the university programs that prepare them. Working in twenty-first-century schools, the instructional leader is held more accountable than ever for student success.

Table of Contents


Chapter 1. Understanding Leadership and Management

Chapter 2. The Importance of Instructional Leadership and Learning Environment

Chapter 3. The Instructional Leader

Chapter 4. Effective Teaching

Chapter 5. Constructivist Learning

Chapter 6. Supervision of Teaching

Chapter 7. Evaluation of Teaching and Learning

Chapter 8. The Relationships between Instructional Leadership and Teaching, Learning, and Students’ Achievements

Chapter 9. The Relationship between the School Leadership Styles and Students’ Achievements: Empirical Study: Albanian Case

Chapter 10. Instructional Leadership Preparation

Chapter 11. The Future of Instructional Leadership



Book Reviews

“The monograph is a very well-argued case for giving even more attention to the school leadership, especially instructional leadership since it is identified as a key function in assuring quality in children’s education. Using a constructivist approach the author seeks to show how instructional leadership is a key tool in the creation of learning experiences that will enhance students to achieve knowledge, skills, and competencies to contribute to the development of society.” READ MORE >>> – Dr. Lazar Stošić, Research Associate, Institute of management and knowledge, Regional coordinator for Republic of Serbia, Senior Researcher, Skopje, Macedonia

“I rate the book very highly. It is a valuable publication, based on a review of the literature and the author’s own research. Nazmi Xhomara has demonstrated a high level of scientific integrity. The monograph may be particularly useful for researchers of educational policy, as well as in the training of educational managers. The publication may also become an item of obligatory literature in academic courses related to the training of teaching staff. I congratulate the author on a valuable book and at the same time recommend the manuscript for publication.” READ MORE >>> – PhDr inż. Łukasz Tomczyk PhD, Institute of Educational Studies, Pedagogical University of Cracow, Poland

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