Distributed leadership and teacher leadership
Instructional leadership
The idea of instructional leadership was not prominent until the 1980s, where the concrete model was firstly introduced. in the research, the most cited instructional leadership model was developed by Hallinger and Murphy in 1985. according to that model instructional leadership can be defined with three components that is defining the school mission that needs principal in order to communicate and frame the schools' objectives; according to instructional program that suggest that principle is needed in coordinating the curriculum, for evaluating the instruction as well as for supervision and monitoring the progress of the students. Finally, the principle is required for promoting a positive climate that induces school learning this process would involve principles efforts to provide incentive to the teachers, promoting the professional development and formulating adequate academic standards for the school. In these simpler words, it would be right to say that the concept of instructional leadership provides more emphasis towards the role of school principal in supporting the learning activities and also for developing the capacity of the teachers. according to the evidence that have been accumulated over the years it has been revealed that principles instructional leadership could potentially help this schools in improving there learning and teaching process. Education in China have received lot of attention after the success of Shanghai (PISA Program for international student assessment). Chinese principle widely considered as instructional leaders, in the recently published World Bank report it was entitled how Shanghai does it, one of the major insights which is drawn from the success of Shanghai was the importance of using criteria for recruitment and appraisal when it comes to school principals. As in Shanghai they have established a principal review scheme which have six major performance criteria that covers teaching as well as instruction. Moreover, the principle of Shanghai schools is known for prioritizing instructional improvements indeed leadership practice. one of the instances would be principle tends to observe between 30 to 50 classes per term and provide in depth feedback for the teachers about the classroom performance. According to spillane and Louis has claimed that without an understanding of the knowledge that is necessary for the teacher to teach that is the knowledge about the content, curricular knowledge, general pedagogical knowledge, knowledge of learners and content specified knowledge Will not be able to efficiently perform the vital functions such as monitoring the instruction as well as supporting the development of the teachers. therefore, in order to perform these functions, it is important for the leaders to have content knowledge about the subject. Some of the prominent capabilities of instructional leaders would be the ability to build good relationship, ability to motivate teachers, loyalty an influencing the strategies of teachers. According to this several literatures the following conclusions that have been derived on instructional leadership are:
According to the another finding it was revealed that the school does have an effect on type of instructional leadership that are exercised by the school principals, as suggested above social and economic status of the school also influence the requirement and the exercise when it comes to instructional leadership.
Transformational leadership