Instructional leadership: dimensions of complexity, assumptions and arenas for action

Instructional leadership: dimensions of complexity, assumptions and arenas for action

For over 30 years the concept of Instructional Leadership (IL) has been discussed as an important construct in researching and developing educational leadership. During that period the definition of IL has evolved, moving from originally being seen as an important leadership concept in its own right to being seen as convergent with or a subset of other, broader educational trends. In more recent times, in Australia and internationally, consideration of the significance of IL has re-emerged within the global focus on improving student achievement. This article highlights the historical factors that have contributed to and shaped these transitions and finishes by establishing a list of six areas of complexity, aimed at supporting the understanding of current leaders when considering and developing their own IL practices.

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